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. 2015 Mar;105 Suppl 1(Suppl 1):S109-13.
doi: 10.2105/AJPH.2014.302468.

A renewed vision for higher education in public health

Julio Frenk  1 , David J Hunter, Ian Lapp
Affiliations

A renewed vision for higher education in public health

Julio Frenk et al. Am J Public Health. 2015 Mar.

Abstract

We are transforming the educational strategy at the Harvard T. H. Chan School of Public Health guided by 5 principles: (1) development of T-shaped competencies (breadth across fields, depth in primary fields), (2) flexible and modular design accommodating different needs through the lifecycle, (3) greater experiential learning, (4) 3 levels of education (informative, formative, and transformative learning), and (5) integrated instructional design (online, in person, and in the field). We aim to create an arc of education resulting in continuous learning. We seek to bridge the research versus education dichotomy and create research-teaching congruence, adapting the values of peer review and quality assessment that we routinely accept for grant and article review to education.

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Figures

FIGURE 1—
FIGURE 1—
Succesive levels of learning inculcated by the new education strategy at Harvard T. H. Chan School of Public Health: Boston, MA.
FIGURE 2—
FIGURE 2—
Blended learning experience harmonizing 3 essential educational settings at Harvard T. H. Chan School of Public Health: Boston, MA.
FIGURE 3—
FIGURE 3—
Instructional strategy based on continuous leadership development: Harvard T. H. Chan School of Public Health: Boston, MA.
See this image and copyright information in PMC

References

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    1. Sheps CG Milbank Memorial Fund Commission. Higher Education for Public Health: A Report of the Milbank Memorial Fund Commission. New York, NY: PRODIST; 1976.

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