PH 210: MCH Core Course

PH 210: MCH Core Course

Fall 2014

Cheri Pies, Instructor ()

Carly Strouse ()

For course website go to https://bspace.berkeley.edu

Purpose

The Maternal and Child Health (MCH) Core Course is designed for both one and two year students in the MCH Program as well as for students seeking to earn a certificate in the MCH Specialty Area or others interested in learning about MCH. The MCH Core Course offers an overview and introduction to selected MCH-related issues primarily in the U.S. and includes a focus on the ways in which poverty, politics, and racial and ethnic inequities affect the health of families, women, children and adolescents globally.

In this class, students will be given the opportunity to discuss and examine the history and organization of MCH related services in the U.S. as well as explore the changing paradigm in the field with a focus on the Life Course Perspective, health equity, and social determinants of health. We will do this through a review of current issues central to maternal and child health, discussions of the organization and financing of MCH health services, reviewing existing data sources and scientific knowledge and their use to improve maternal and child health, analyzing the ways in which the political context in the U.S. and internationally affects the health and well-being of families, and critically examining the ways in which knowledge about an issue, an understanding of the social strategies to address that issue, and political will are leveraged to influence the creation of MCH policy.

The MCH Core Course is designed to be a rigorous and engaging undertaking. Several readings will be discussed in class, student participation will be a vital part of class sessions, course assignments will be expected to be completed on time and to be of high quality, and lively and intellectually stimulating discussions will be the hallmark of the class.

Objectives

By the end of this semester-long course, students will be able to:

1.  Describe the historical roots and structure of Maternal and Child Health services in the U.S.

2.  Discuss new approaches in the field of MCH that suggest disparities/inequities in birth outcomes are the consequence of differential exposures not only during pregnancy but across the span of a person’s life.

3.  Describe at least 3 domestic and/or international health issues central to improving maternal and child health globally

4.  Demonstrate an understanding of the importance of knowledge, social strategies, and political will in shaping public health policy and practice with regard to MCH.

5.  Define basic MCH terminology.

Course Format

Each class will provide an opportunity to discuss the key issues identified for that day. Some class sessions will be a combination of lecture and discussion; others may be structured for small and large group discussions. Guest speakers have been invited in order to give students an opportunity to interact with individuals with diverse expertise and perspectives. Students will also have the opportunities to create class presentations.

Course Assignments and Requirements

1.  All students are expected to attend each class, participate in class discussion and other student-led activities, and read all the REQUIRED readings. If you cannot attend a particular class, please e-mail the GSI ahead of time.

2.  All students will be expected to complete four (4) specific assignments for this class.

3.  First Assignment: For our class activity on October 1, 2014, each student will select one term or concept from the IMCH + Glossary of MCH Terminology (see syllabus) and prepare no more than 2 power point slides to present in class to offer an engaging and interesting explanation of that term or concept. All slides will be due by email to the GSI by noon Monday, September 29, 2014.

4.  Other Course Assignments: Each student will be expected to write two (2) short papers during the semester and prepare and present a “TED type” Talk OR a Poster presentation on their paper topic. The course papers will be an opportunity for students to identify and write about an MCH topic they want to examine and explore in depth (see topic areas below). The papers are designed to build upon one another; Paper 1 will set the stage and lay the foundation for Paper 2. The “TED type” talk or Poster presentation is an opportunity to share the highlights of your paper topic with fellow students in a presentation format. Additional information for these assignments will be distributed in class.

·  Paper 1: This will be a 2 page (double-spaced) paper identifying and describing the topic you have selected. This paper should include a clear definition and description of the problem and/or issue with a rationale for why it is a topic of importance in the field. This paper will be due at the beginning of class on Wednesday, October 8, 2014. No late papers will be accepted.

·  Paper 2: ALL students will be expected to write a short final paper of no more than 5 pages in length, building on the 2 page paper and their poster/presentation topic. This should be a double spaced paper with one-inch margins all around. Detailed information about the focus of this paper will be handed out on the first day of class. Be sure to review the reading in the syllabus by D. Halstead – “The Writer’s Challenge: Credibility, Argument and Structure in Public Health Writing” from Harvard School of Public Health for ideas for writing a good paper. This paper will be due at the beginning of class on Wednesday, December 3, 2012. Late papers will not be accepted.

i.  Each paper requires the student to be well organized and concise. To the extent possible, we recommend that you use data sources that are comprehensive and seminal, primarily from peer-reviewed literature. Each paper should have a reference list, using the format from the JAMA (Index Medicus format).

ii. Examples of broad topic areas for the papers include: Adolescent Health, Oral Health, Women and/or Lesbian Health, Nutrition (obesity, physical activity, breast feeding), Disparities/Inequities in Birth Outcomes, Mental Health issues for MCH populations, Perinatal and/or post-partum depression, and Substance Abuse, Pregnancy and Preconception, International MCH issues such as Maternal Mortality. You will be expected to narrow your topic to focus on a particular subgroup or aspect of the issue you have chosen, depending upon your personal interests and the published literature on your topic. (Example: Pregnancy related weight gain in Latinas, Perinatal substance use among adolescents)

5.  TED Talk/Poster Presentation: There are two choices for this assignment. Students are expected to select ONE of these choices and let the GSI know by September 17th. See the two choices for this assignment in (a) and (b) below.

a.  Develop a poster presentation: For this choice, students will create a poster for a special “poster session” that will be presented on November 5, 2014. Students will be expected to prepare the Poster on the topic explored in your papers. Specific details about the Poster and the format for the poster presentation will be made available to students on the first day of class.

b.  Deliver a “TED-type Talk” in class: The purpose of this assignment is to give you the opportunity to educate an informed audience (fellow classmates) about the topic you are working on for your papers. These well-rehearsed presentations will be given throughout the semester (see syllabus for scheduled dates for TED type talk presentations, a sign-up sheet will be passed around in class September 17th). Your talk should follow these specific guidelines: 1) Talks should be no longer than 10 minutes, you will be stopped after 10, done or not. 2) You can prepare a few simple slides with no more than a few simple words per slide. Photos and graphics should be used instead. You do not have to use slides if you do not want to. 3) You will be held to 10 minutes, so plan to make one key point, maybe two, but plan to make them early in your presentation and reinforce them in the rest of your talk. 4) Rehearse at least two times by yourself and then rehearse in front of someone and ask them for advice about what to take out, what to leave in, how to improve it. 5) Talk about something you are passionate about – your talk will be much more powerful if care about the topic.

6.  Each student will be asked to sign up for a 15-minute meeting with the professor and/or GSI at least one time over the course of the semester. This time could be used to discuss your educational goals, your career aspirations, or your paper topic.

Course Readings

Readings for this course will be posted on the course bspace (https://bspace.berkeley.edu). We have selected readings that are meant to be seminal and thought provoking. Many readings offer excellent references for further research. We have limited the readings for each week to a manageable amount as students are expected to read all of the readings marked REQUIRED for the week. We have marked some of the readings as OPTIONAL, but if you have the time and are so inclined, you will find these readings of interest and valuable to the topics being addressed.

Course Grading

Course grading will be as follows:

1.  Class Participation 25%

2.  Paper 1: Defining Your Topic 20%

3.  Ted-type Talk OR Poster Presentation 25%

4.  Paper 2 30%

Total 100%

Course Evaluation Committee

At the second session of this class, three students will be asked to volunteer to be part of the Course Evaluation Committee. This Committee will stay in close touch with the students regarding their impressions and feedback of the class, the instructor’s presentations, class readings, discussion, etc. The Committee will meet with or be in email communication with either the instructor or GSI every 3-4 weeks to let them know how the class is going from the students’ perspectives. This process for gathering class feedback does not preclude students from commenting directly to the instructor or GSI. The purpose of this Course Evaluation Committee is to insure that the students’ academic and intellectual needs are being met as part of their participation in this course.

Plagiarism

Plagiarism is defined as use of intellectual material produced by another person without acknowledging its source, for example:

·  Wholesale copying of passages from works of others into your homework, essay, term paper, or dissertation without acknowledgment.

·  Use of the views, opinions, or insights of another without acknowledgment.

·  Paraphrasing of another person’s characteristic or original phraseology, metaphor, or other literary device without acknowledgment.

Students should be aware that plagiarism will not be tolerated in this class. For more discussion about plagiarism issues please see: http://berkeley.edu/catalog/policies/conduct.html#cheating and the Code of Student Conduct at http://students.berkeley.edu/uga/conduct.asp.

Schedule of Classes

Date Topic

September 3 Welcome, Small group activity, Class Overview and Expectations Discussion of conceptual framework, assignments, class format,

and Ted-type talks and Poster Presentations

September 10 History and Structure of MCH in the U.S.

Timeline Activity (http://mchb.hrsa.gov/timeline/)

Title V, the MCH Block Grant and other MCH Related Programs

Video and Discussion – Unnatural Causes: In Sickness and In Wealth

September 17 Photovoice: One Community Health Assessment Tool

Ahna Suleiman, DrPH

Video – Unnatural Causes: “Place Matters”

Discussion of Paper Topics: Students share their topic ideas

Sign Up for Poster Presentation or TED-type Talk

September 24 Introduction to the Life Course Perspective

Life Course Game

Discussion of Paper Topics: Students finalize their topic ideas

October 1 Understanding and Utilizing Basic MCH Terminology Activity

Our MCH Glossary Activity (Email slides to GSI by noon September 29th)

Discussion of Selected Course Readings

October 8 From Theory to Research & Practice

Cheri Pies, MSW, DrPH

The Childhood Roots of Health Disparities – Small Group Discussion

Paper #1 due at the beginning of class, please bring a hard copy

October 15 MCH Faculty Panel: Juliana Deardorff, Sylvia Guendelman, Malcolm Potts Ted-type Talks (2)

October 22 The Affordable Care Act: Implications for MCH Populations

Robin Flagg, PhD

Ted-type Talks (2)

October 29 Protecting Adolescent Confidentiality Under Health Care Reform: The Special Case Regarding Explanation of Benefits (EOB’s)

Mara Decker, DrPH

Policy Advocacy Activity

November 5 MCH and Nutrition: Current Issues in the Field

Barbara Abrams, PhD

Poster Session Presentations

November 12 Children’s Oral Health: Innovation and Transformation in International Settings

Karen Sokal-Gutierrez, MD, MPH

Ted Talks (3)

November 19 International Issues in MCH: Focus on Maternal Mortality

Carinne Brody, DrPH

Discussion of Selected Course Readings

November 26 No Class

December 3 What We’ve Learned: Ah-ha moments, Solutions and Next Steps

Class Evaluation

Final Paper due at the beginning of class, please bring a hard copy

MCH Core Course

Reading Assignments

Fall 2014

Note: Most of the course readings are listed here. Some are not yet listed but will be posted on bpsace at least 2 weeks prior to the class session. Students are expected to read all REQUIRED readings or watch video clips. A few optional readings are included for students who want to read a little more about a particular topic. If your time permits, we encourage you to read the optional readings.

September 3 Course Overview/Conceptual Frameworks

·  REQUIRED: “Rethinking MCH: The Life Course Model as an Organizing Framework.” Prepared for the U.S. Department of Health and Human Services, Health Resources and Services Administration, under contract with Amy Fine and Milton Kotelchuck, November 2010.

·  REQUIRED: Geronimus AT, “Understanding and Eliminating Racial Inequalities in Women’s Health in the U.S.: The Role of the Weathering Conceptual Framework,” Journal of the American Medical Women’s Association, 2001, No. 56, pp. 133-136.

·  REQUIRED: Jones CP, “Levels of Racism: A Theoretic Framework and a Gardener’s Tale,” AJPH, August 2000, Vol. 90, NO. 8, pp. 1212-1215.

September 10 History and Structure of MCH in the US

·  REQUIRED: http://mchb.hrsa.gov/timeline/

·  REQUIRED: Brosco, “Locating the Future in the Past: A History of Maternal and Child Health Programs in the U.S.” University of Miami, October 20, 2010.