Peter's Mental Notes
Monday, May 29, 2006
Comprehensive Dates and Guidelines
Students from the 2005 Cohort and Thesis Supervisors,
In November 2006 students from the Doctoral program in Population Health, cohort 2005, will be completing their comprehensive examination. You will find enclosed the guidelines.
On Wednesday, November 1, a paper copy of the three questions will be available from the PhD in Population Health program office, 1 Stewart Street , room 302B, Roseline Savage, as of 09:00 a.m. Each student must pick up their questions in person. Your signature will be required to confirm that you have received the questions. Please note that the questions will not be sent by email. You will have 14 days to respond to the questions.
On the 14th day, Tuesday, November 14, you will submit 4 copies of your paper by 16:00 to Roseline Savage. Please do not submit your responses by email. This year there will be 12 students completing their comprehensive exams. At the last PhD in Population Health program meeting, April 12, the committee agreed that there will be 2 days of presentations, 2 sets of jury members and one chair for both sessions. Members of the jury will be determined at a later date. There will be 6 students presenting on Monday, November 27 and the other 6 on Tuesday, November 28. See attached schedule.
(I am at 9:00 am on November 28th)
The oral presentations will be held at the Institute of Population Health , room 223. An LCD projector and a laptop will be available.
__________________________________________________________
PhD IN POPULATION HEALTH
COMPREHENSIVE EXAMINATION GUIDELINES
Prerequisites
Completion of three core courses for Population Health Program; POP 8910, POP8920 and POP8930.
Background - Program Objectives
The objective of the Population Health PhD program is to prepare graduates with the skills needed to:
· Generate new knowledge for, and thus advance the science of population health.
· Undertake transdisciplinary analyses of complex population health problems.
· Apply rigorous scientific methods to studies of population health.
· Function as effective members of transdisciplinary research and implementation teams.
On program completion, graduates are expected to have acquired analytic, research and behavioral skills to:
· Assemble, synthesize and analyze complex data from diverse sources to provide a comprehensive description of a population health problem and its causes or determinants.
· Draw valid conclusions from multiple sources of evidence to formulate clear and appropriate recommendations for research, practice and/or policy.
· Demonstrate insight as to the ways in which various disciplines may contribute to the analysis of complex population health issues.
· Demonstrate a repertoire of research skills applicable to population health problems in one or more domains for the framework.
· Demonstrate advanced use of research skills appropriate to the in-depth study of a population health issue in one domain of the framework.
· Articulate strengths and limitations of qualitative and quantitative research methods for investigating different types of population health problems.
· Perform in-depth analyses of, and describe interactions among, one or more of the following: determinants of health, intervention components, or intersectoral policies.
· Effectively contribute as a member of a transdisciplinary team.
· Appropriately summarize complex ideas and research findings for policy-makers and health professionals.
Overview of Comprehensive Exams
Students in the Population Health PhD program are expected to demonstrate a breadth of knowledge in the field of population health (as defined by the PhD program framework). Your mastery of this breadth of knowledge is evaluated through two distinct mechanisms: a set of questions and an oral defense of your answers to these.
Objectives
The specific objectives for the comprehensive exams are:
1. To assess your knowledge and application of core competencies in the field of population health.
2. To assess your ability to select, critique, interpret and synthesize relevant data and quality evidence to address population health problems.
3. To determine your ability to articulate and defend orally your written responses to questions pertaining to population health issues.
4. To assess your competence as a critical consumer of interdisciplinary qualitative and quantitative research in the field of population health.
Comprehensive Exam Components
Comprehensive exams have been designed based on the following principles:
· Several domains of competence will be evaluated: a) core competencies in the field of population health, b) problem-solving and critical analysis of population health issues requiring intervention and c) ability to formulate and orally defend written answers to specific sets of questions.
· In order to test the breadth of your knowledge in the field of population health, problems selected for the comprehensive exam will be independent of your thesis topic.
· Examining juries will be comprised of an interdisciplinary team of faculty.
Trajectory
The two evaluation mechanisms used for comprehensive examinations are outlined below.
· A set of three questions with a two-week deadline to respond to all of them..
· An oral defense of written responses two weeks after the submission of your written answers.
1. The set of three questions (provided in both French and English) is designed to assess fundamental competencies for the field of population health. These questions will focus on:
- the learning objectives of the scientific paradigms, investigative methods and population health intervention core courses, and
- the five core knowledge areas of the program.
You will have 14 days to respond.
During this period, you are not permitted to consult with your thesis supervisor or any members of the examination jury regarding your written responses or the oral defense of your answers.
Your answers should have a maximum of 3-4 pages in 1.5 spacing, 12 point-font pages per question (excluding references and appendix). You may write them in English or in French, but only one language must be used throughout. Quotations should follow this definition: A passage taken verbatim from a source text and entered on a terminology record, with reference to the source. Also refer to the University rules on plagiarism www.uOttawa.ca/plagiarism.pdf.
On the 14th day you will submit four copies of your paper to Roseline Savage, Academic Assistant, by 16:00. Roseline will then submit the copies to the jury members and chair. If you wish you can also send your paper by email to the jury members (please note that this is not compulsory).
This component of the comprehensive exam will be worth 80%.
2. An oral defense of the three questions will take place fourteen days following submission of your written answers.
- You will have 20 minutes to present a formal and polished oral defense of your written answers.
- A 20 to 30 minute period of questioning by the examining jury will follow.
- You will choose your preferred language for the questions asked during the oral presentation. Both English and French may be used but must not be mixed in the same sentence.
This component of the comprehensive exam will be worth 20% (oral presentation 5%; defense of written responses 15%).
Following the submission of the written answers and the oral defense the examining jury will submit a grade (satisfactory/not satisfactory) to the Academic Assistant. You will be advised of this grade through an e-mail from the Academic Assistant.
Timing of Comprehensive Exams
Comprehensive examinations will be offered once a year, normally in October/November, and should be completed during the second year of the program.
Comprehensive Examination Jury
The membership of the jury is determined as follows:
- The jury will be chaired by the Director of the Population Health PhD Program, except if he/she is your Thesis Supervisor. In such case, the jury will be chaired by a faculty member appointed by the Graduate Program Committee.
- Your thesis supervisor may not sit on the jury for your comprehensive exam. The Program Director will not be present for the examination of his/her students.
- Two jury members will be selected by the Graduate Program Committee.
- Potential supervisors in the Population Health program are eligible as jury members.
- Jury members will be from two different disciplines and from two different faculties.
- For each component of the exam, there will be one jury member with a qualitative research background and a second jury member with a quantitative research background.
- Normally, at least one member of the written questions jury will be common to all of the students.
- One jury member will have active language ability in French; the other will have active language ability in English. Both will have passive language ability in the other official language (as defined by the University of Ottawa).
- The chair of the jury will cast the deciding vote where the two voting jury members are unable to agree on a pass or failure for an exam component.
Failures
Students must pass both components of the comprehensive exam.
The oral portions of the exams will be taped in the case of an appeal for a failure.
All Faculty of Graduate and Postdoctoral Studies regulations regarding comprehensive exams apply (http://www.grad.uottawa.ca/regulations/examinations_grading/comprehensive_examination.html). ¶ 1:10 p.m. 0 comments
In November 2006 students from the Doctoral program in Population Health, cohort 2005, will be completing their comprehensive examination. You will find enclosed the guidelines.
On Wednesday, November 1, a paper copy of the three questions will be available from the PhD in Population Health program office, 1 Stewart Street , room 302B, Roseline Savage, as of 09:00 a.m. Each student must pick up their questions in person. Your signature will be required to confirm that you have received the questions. Please note that the questions will not be sent by email. You will have 14 days to respond to the questions.
On the 14th day, Tuesday, November 14, you will submit 4 copies of your paper by 16:00 to Roseline Savage. Please do not submit your responses by email. This year there will be 12 students completing their comprehensive exams. At the last PhD in Population Health program meeting, April 12, the committee agreed that there will be 2 days of presentations, 2 sets of jury members and one chair for both sessions. Members of the jury will be determined at a later date. There will be 6 students presenting on Monday, November 27 and the other 6 on Tuesday, November 28. See attached schedule.
(I am at 9:00 am on November 28th)
The oral presentations will be held at the Institute of Population Health , room 223. An LCD projector and a laptop will be available.
__________________________________________________________
PhD IN POPULATION HEALTH
COMPREHENSIVE EXAMINATION GUIDELINES
Prerequisites
Completion of three core courses for Population Health Program; POP 8910, POP8920 and POP8930.
Background - Program Objectives
The objective of the Population Health PhD program is to prepare graduates with the skills needed to:
· Generate new knowledge for, and thus advance the science of population health.
· Undertake transdisciplinary analyses of complex population health problems.
· Apply rigorous scientific methods to studies of population health.
· Function as effective members of transdisciplinary research and implementation teams.
On program completion, graduates are expected to have acquired analytic, research and behavioral skills to:
· Assemble, synthesize and analyze complex data from diverse sources to provide a comprehensive description of a population health problem and its causes or determinants.
· Draw valid conclusions from multiple sources of evidence to formulate clear and appropriate recommendations for research, practice and/or policy.
· Demonstrate insight as to the ways in which various disciplines may contribute to the analysis of complex population health issues.
· Demonstrate a repertoire of research skills applicable to population health problems in one or more domains for the framework.
· Demonstrate advanced use of research skills appropriate to the in-depth study of a population health issue in one domain of the framework.
· Articulate strengths and limitations of qualitative and quantitative research methods for investigating different types of population health problems.
· Perform in-depth analyses of, and describe interactions among, one or more of the following: determinants of health, intervention components, or intersectoral policies.
· Effectively contribute as a member of a transdisciplinary team.
· Appropriately summarize complex ideas and research findings for policy-makers and health professionals.
Overview of Comprehensive Exams
Students in the Population Health PhD program are expected to demonstrate a breadth of knowledge in the field of population health (as defined by the PhD program framework). Your mastery of this breadth of knowledge is evaluated through two distinct mechanisms: a set of questions and an oral defense of your answers to these.
Objectives
The specific objectives for the comprehensive exams are:
1. To assess your knowledge and application of core competencies in the field of population health.
2. To assess your ability to select, critique, interpret and synthesize relevant data and quality evidence to address population health problems.
3. To determine your ability to articulate and defend orally your written responses to questions pertaining to population health issues.
4. To assess your competence as a critical consumer of interdisciplinary qualitative and quantitative research in the field of population health.
Comprehensive Exam Components
Comprehensive exams have been designed based on the following principles:
· Several domains of competence will be evaluated: a) core competencies in the field of population health, b) problem-solving and critical analysis of population health issues requiring intervention and c) ability to formulate and orally defend written answers to specific sets of questions.
· In order to test the breadth of your knowledge in the field of population health, problems selected for the comprehensive exam will be independent of your thesis topic.
· Examining juries will be comprised of an interdisciplinary team of faculty.
Trajectory
The two evaluation mechanisms used for comprehensive examinations are outlined below.
· A set of three questions with a two-week deadline to respond to all of them..
· An oral defense of written responses two weeks after the submission of your written answers.
1. The set of three questions (provided in both French and English) is designed to assess fundamental competencies for the field of population health. These questions will focus on:
- the learning objectives of the scientific paradigms, investigative methods and population health intervention core courses, and
- the five core knowledge areas of the program.
You will have 14 days to respond.
During this period, you are not permitted to consult with your thesis supervisor or any members of the examination jury regarding your written responses or the oral defense of your answers.
Your answers should have a maximum of 3-4 pages in 1.5 spacing, 12 point-font pages per question (excluding references and appendix). You may write them in English or in French, but only one language must be used throughout. Quotations should follow this definition: A passage taken verbatim from a source text and entered on a terminology record, with reference to the source. Also refer to the University rules on plagiarism www.uOttawa.ca/plagiarism.pdf.
On the 14th day you will submit four copies of your paper to Roseline Savage, Academic Assistant, by 16:00. Roseline will then submit the copies to the jury members and chair. If you wish you can also send your paper by email to the jury members (please note that this is not compulsory).
This component of the comprehensive exam will be worth 80%.
2. An oral defense of the three questions will take place fourteen days following submission of your written answers.
- You will have 20 minutes to present a formal and polished oral defense of your written answers.
- A 20 to 30 minute period of questioning by the examining jury will follow.
- You will choose your preferred language for the questions asked during the oral presentation. Both English and French may be used but must not be mixed in the same sentence.
This component of the comprehensive exam will be worth 20% (oral presentation 5%; defense of written responses 15%).
Following the submission of the written answers and the oral defense the examining jury will submit a grade (satisfactory/not satisfactory) to the Academic Assistant. You will be advised of this grade through an e-mail from the Academic Assistant.
Timing of Comprehensive Exams
Comprehensive examinations will be offered once a year, normally in October/November, and should be completed during the second year of the program.
Comprehensive Examination Jury
The membership of the jury is determined as follows:
- The jury will be chaired by the Director of the Population Health PhD Program, except if he/she is your Thesis Supervisor. In such case, the jury will be chaired by a faculty member appointed by the Graduate Program Committee.
- Your thesis supervisor may not sit on the jury for your comprehensive exam. The Program Director will not be present for the examination of his/her students.
- Two jury members will be selected by the Graduate Program Committee.
- Potential supervisors in the Population Health program are eligible as jury members.
- Jury members will be from two different disciplines and from two different faculties.
- For each component of the exam, there will be one jury member with a qualitative research background and a second jury member with a quantitative research background.
- Normally, at least one member of the written questions jury will be common to all of the students.
- One jury member will have active language ability in French; the other will have active language ability in English. Both will have passive language ability in the other official language (as defined by the University of Ottawa).
- The chair of the jury will cast the deciding vote where the two voting jury members are unable to agree on a pass or failure for an exam component.
Failures
Students must pass both components of the comprehensive exam.
The oral portions of the exams will be taped in the case of an appeal for a failure.
All Faculty of Graduate and Postdoctoral Studies regulations regarding comprehensive exams apply (http://www.grad.uottawa.ca/regulations/examinations_grading/comprehensive_examination.html). ¶ 1:10 p.m. 0 comments
Urban Health: Bryant, Raphael, Travers
Bryant, T., Raphael, D., & Travers, R. Identifying and strengthening the
structural roots of urban health: Participatory policy research and the
Canadian urban health agenda
http://tinyurl.com/pz2ha ¶ 11:01 a.m. 0 comments
structural roots of urban health: Participatory policy research and the
Canadian urban health agenda
http://tinyurl.com/pz2ha ¶ 11:01 a.m. 0 comments
School-based Mental Health Projects
Position Open
Department of Psychology
Miami University
The Coordinator of School Mental Health Projects will support and provide technical assistance for the Evidence-Based Practices for School-Wide Prevention Programs project. Duties include evaluation planning; needs/resource assessment; school-community partnership and capacity building; supervision of graduate research assistants; possible teaching of graduate or undergraduate courses and clinical supervision of psychology graduate students; opportunities to pursue research and practice interests related to school mental health practices; involvement in other regional initiatives.
Qualifications: Require: Masters degree in psychology, public health, evaluation or related field; three years of relevant experience; proficiency with statistics and research methods; excellent oral and written communication skills; ability to form strong working relationships with diverse groups. Desire: Ph.D.; specific experience working with prevention in schools, organizations focused on prevention, community coalitions, or collaborative partnerships. Position is contingent upon receipt of funding.
Contact Information: Send application, curriculum vitae and three letters of recommendation to Dr. Paul Flaspohler, Department of Psychology. Contact phone number is 513-529-2469; email is flaspopd@muohio.edu. Screening of applications begins June 1, 2006 and will continue until the position is filled. Women and minorities are especially encouraged to apply along with all other qualified applicants. Miami University is an EOE/AA employer. Campus Crime and Safety Report – www.muohio.edu/righttoknow . Hard copy upon request.
--------------------------------------------------------------------------------
Paul D. Flaspohler, Ph.D.
Assistant Professor
Department Of Psychology &
Center for School-Based Mental Health Programs
Miami University
Oxford, OH 45056
(O) 513.529.2469
(F) 513.529.1786 ¶ 10:07 a.m. 0 comments
Department of Psychology
Miami University
The Coordinator of School Mental Health Projects will support and provide technical assistance for the Evidence-Based Practices for School-Wide Prevention Programs project. Duties include evaluation planning; needs/resource assessment; school-community partnership and capacity building; supervision of graduate research assistants; possible teaching of graduate or undergraduate courses and clinical supervision of psychology graduate students; opportunities to pursue research and practice interests related to school mental health practices; involvement in other regional initiatives.
Qualifications: Require: Masters degree in psychology, public health, evaluation or related field; three years of relevant experience; proficiency with statistics and research methods; excellent oral and written communication skills; ability to form strong working relationships with diverse groups. Desire: Ph.D.; specific experience working with prevention in schools, organizations focused on prevention, community coalitions, or collaborative partnerships. Position is contingent upon receipt of funding.
Contact Information: Send application, curriculum vitae and three letters of recommendation to Dr. Paul Flaspohler, Department of Psychology. Contact phone number is 513-529-2469; email is flaspopd@muohio.edu. Screening of applications begins June 1, 2006 and will continue until the position is filled. Women and minorities are especially encouraged to apply along with all other qualified applicants. Miami University is an EOE/AA employer. Campus Crime and Safety Report – www.muohio.edu/righttoknow . Hard copy upon request.
--------------------------------------------------------------------------------
Paul D. Flaspohler, Ph.D.
Assistant Professor
Department Of Psychology &
Center for School-Based Mental Health Programs
Miami University
Oxford, OH 45056
(O) 513.529.2469
(F) 513.529.1786 ¶ 10:07 a.m. 0 comments
Sunday, May 21, 2006
Tips on Comprehensive Exams
This was collected by Vivien Runnels:
Here are the E-mail responses from previous cohort Pop Health Students concerning Comprehensive Examinations (these are edited slightly)
Gail Webber suggests:
1. Don't worry too much, they are not exceedingly difficult.
2. Prepare in small groups - more fun for everyone. , don’t start until after the courses are all complete. Review the course material and you should be well prepared
3. We prepared by each taking two classes material and summarizing them. I think this is a good approach. We met weekly starting in Sept. (for 2 months). That was enough time.
4. Any key documents from the course should be discussed.
5. Think of applying the knowledge (i.e. how does it apply to current government policy, or how would you design an intervention).
And wishes us all “Good luck!”
Gail has also offered to communicate with students via email if there are further questions.
P.S. Our cohort all did fine.
Nadia Hamel wrote:
Bonjour Je suis de la cohorte 2003. Je pense que la meilleure façon de vous préparer est d'échanger vos opinions après avoir identifié les articles que vous considérez "essentiels". You have plenty of time to prepare yourself from Sept-Nov. I'm at the Institute on Thursdays if you want to chat about it.
Mary Lysyk wrote: I am part of Christine's cohort, but due to a sudden illness in my family, I could not join my group when they met in September - October, in fact I was unable to prepare at all. Although I do not recommend this approach, my
point is not to worry too much. We all did very well and as Christine had said, the process was very relaxed.
I cannot give strategies on how to prepare, but what helped me was organizing my course notes and articles/references the night before (at least I managed to do that!) and debriefing with my cohort the morning we received the questions. The moral support (as well as additional notes and articles) from a friend in the cohort ahead also helped a lot (Thank you Theresa!) Please let me know if I can help in any way. I know you'll do very well! Mary
From Christine Faubert who….would give the same advice as Gail based on the experience of our cohort. Concentrate on your courses first. When these are completed, you can review the course material covered and make sure you have a good
understanding of it. We met 6 times during September and October as a group to discuss key concepts and generate a list of what we thought were the most important references/resources. There is no need to worry about it this year. We also all did well and the defence was actually very relaxed. I would also be happy to answer any question you may have.
Other students have indicated willingness to chat too when they are available. ¶ 10:36 p.m. 0 comments
Here are the E-mail responses from previous cohort Pop Health Students concerning Comprehensive Examinations (these are edited slightly)
Gail Webber suggests:
1. Don't worry too much, they are not exceedingly difficult.
2. Prepare in small groups - more fun for everyone. , don’t start until after the courses are all complete. Review the course material and you should be well prepared
3. We prepared by each taking two classes material and summarizing them. I think this is a good approach. We met weekly starting in Sept. (for 2 months). That was enough time.
4. Any key documents from the course should be discussed.
5. Think of applying the knowledge (i.e. how does it apply to current government policy, or how would you design an intervention).
And wishes us all “Good luck!”
Gail has also offered to communicate with students via email if there are further questions.
P.S. Our cohort all did fine.
Nadia Hamel wrote:
Bonjour Je suis de la cohorte 2003. Je pense que la meilleure façon de vous préparer est d'échanger vos opinions après avoir identifié les articles que vous considérez "essentiels". You have plenty of time to prepare yourself from Sept-Nov. I'm at the Institute on Thursdays if you want to chat about it.
Mary Lysyk wrote: I am part of Christine's cohort, but due to a sudden illness in my family, I could not join my group when they met in September - October, in fact I was unable to prepare at all. Although I do not recommend this approach, my
point is not to worry too much. We all did very well and as Christine had said, the process was very relaxed.
I cannot give strategies on how to prepare, but what helped me was organizing my course notes and articles/references the night before (at least I managed to do that!) and debriefing with my cohort the morning we received the questions. The moral support (as well as additional notes and articles) from a friend in the cohort ahead also helped a lot (Thank you Theresa!) Please let me know if I can help in any way. I know you'll do very well! Mary
From Christine Faubert who….would give the same advice as Gail based on the experience of our cohort. Concentrate on your courses first. When these are completed, you can review the course material covered and make sure you have a good
understanding of it. We met 6 times during September and October as a group to discuss key concepts and generate a list of what we thought were the most important references/resources. There is no need to worry about it this year. We also all did well and the defence was actually very relaxed. I would also be happy to answer any question you may have.
Other students have indicated willingness to chat too when they are available. ¶ 10:36 p.m. 0 comments
Data Abstraction Worksheets
Irwin Schweitzer passed along this website that you will find useful in appraising different study designs on your data abstraction forms. Look under the “BETs CA worksheets” under the Resources tab on the left-hand side.
The website is: http://www.bestbets.org/index.html ¶ 10:10 p.m. 0 comments
The website is: http://www.bestbets.org/index.html ¶ 10:10 p.m. 0 comments
Context, the only peer-reviewed electronic journal for health professional students engaged in their communities
Health Students Taking Action Together (HealthSTAT) has announced the debut of the inaugural issue of the only peer-reviewed electronic journal for health professional students engaged in their communities. Context connects students across the nation working to improve the health of our communities. In addition, the journal recognizes insightful, well-designed evaluations of student initiated programs from a variety of perspectives.
The journal's management team is accepting rolling manuscript submissions and applications for editors and peer reviewers. The journal is being published bi-annually. To submit a manuscript or to sign up for a free subscription, visit www.contextjournal.org
A rigorous peer review process ensures that articles meet high standards in terms of theoretical and methodological rigor. As an open access journal, Context offers the health professional community the opportunity to make research results freely available immediately on publication, and permanently available in public archives. Subscribers to Context benefit from the e-journal's multimedia capabilities and all articles and transcripts will be available for download.
The inaugural Editorial Board includes six health professional students representing four disciplines and six institutions: Carmen Patrick, Editor-in-Chief, Emory University School of Medicine (and member of the board of directors, Community-Campus Partnerships for Health); Hugo Javier Aparicio, University of Pennsylvania School of Medicine; Euna M. August, MPH, University of South Florida (USF), PhD candidate, Department of Community & Family Health; John R. Casey, Edward Via Virginia College of Osteopathic Medicine, DO candidate; Cheryl Hunchak, M.D. Harvard School of Public Health, MPH candidate Department of International Health; Pamela Valera, MSW, University of South Carolina, PhD candidate College of Social Work.
For more information, contact Dana M. Lee, Publisher, 678-637-6923 dana@contextjournal.org or visit
http://www.contextjournal.org ¶ 9:45 p.m. 0 comments
The journal's management team is accepting rolling manuscript submissions and applications for editors and peer reviewers. The journal is being published bi-annually. To submit a manuscript or to sign up for a free subscription, visit www.contextjournal.org
A rigorous peer review process ensures that articles meet high standards in terms of theoretical and methodological rigor. As an open access journal, Context offers the health professional community the opportunity to make research results freely available immediately on publication, and permanently available in public archives. Subscribers to Context benefit from the e-journal's multimedia capabilities and all articles and transcripts will be available for download.
The inaugural Editorial Board includes six health professional students representing four disciplines and six institutions: Carmen Patrick, Editor-in-Chief, Emory University School of Medicine (and member of the board of directors, Community-Campus Partnerships for Health); Hugo Javier Aparicio, University of Pennsylvania School of Medicine; Euna M. August, MPH, University of South Florida (USF), PhD candidate, Department of Community & Family Health; John R. Casey, Edward Via Virginia College of Osteopathic Medicine, DO candidate; Cheryl Hunchak, M.D. Harvard School of Public Health, MPH candidate Department of International Health; Pamela Valera, MSW, University of South Carolina, PhD candidate College of Social Work.
For more information, contact Dana M. Lee, Publisher, 678-637-6923 dana@contextjournal.org or visit
http://www.contextjournal.org ¶ 9:45 p.m. 0 comments
Grants for Community-Based Research on Income and Income Distribution - Letters of Intent Due June 30
LETTERS OF INTENT DUE JUNE 30, 2006
Continuing in its commitment to support innovation in community-based research (CBR) on the Social Determinants of Health, the Toronto-based Wellesley Institute will award 4 grants of up to $80,000 to support CBR on the impact of income distribution on health.
They are looking for research that focuses on community level interventions and/or approaches for addressing these issues. Priority is given to research projects that meaningfully involve community members in all aspects of the research process, are policy-relevant and are methodologically rigorous.
They encourage applications that are submitted in partnerships between community agencies, policy makers and academics. They ask that grantees be willing to engage in constructive conversations with policy advisors at the municipal, provincial and/or federal levels.
Examples of relevant research questions might include:
How have disadvantaged neighborhoods or communities built up their own resources and networks to lessen the adverse effects of inequality? What factors contribute to the health disparities experienced by comparably disadvantaged neighborhoods? (i.e. Why do some low-income neighborhoods do better than others?)
Community Health Centres, neighborhood agencies and other providers address the health impact of poverty in their service delivery. What have been the most promising policy and program directions that put social determinants of health perspective into practice? How do you measure success?
What are successful models for reducing barriers to health care access for low-income people?
How do capacity building programs (e.g. job skills training, social enterprises, etc) affect individual and/or community health? What are the relevant explanatory pathways?
They also welcome other innovative CBR proposals focusing on alleviating the impacts of poverty and income inequality on health.
Advanced Community-Based Research Awards are available for projects of up to two years in length. Letters of intent are no more than 5 pages.
For more information on this granting program and how to apply, please visit
http://www.wellesleycentral.com/advancedgrants.csp ¶ 9:44 p.m. 0 comments
Continuing in its commitment to support innovation in community-based research (CBR) on the Social Determinants of Health, the Toronto-based Wellesley Institute will award 4 grants of up to $80,000 to support CBR on the impact of income distribution on health.
They are looking for research that focuses on community level interventions and/or approaches for addressing these issues. Priority is given to research projects that meaningfully involve community members in all aspects of the research process, are policy-relevant and are methodologically rigorous.
They encourage applications that are submitted in partnerships between community agencies, policy makers and academics. They ask that grantees be willing to engage in constructive conversations with policy advisors at the municipal, provincial and/or federal levels.
Examples of relevant research questions might include:
How have disadvantaged neighborhoods or communities built up their own resources and networks to lessen the adverse effects of inequality? What factors contribute to the health disparities experienced by comparably disadvantaged neighborhoods? (i.e. Why do some low-income neighborhoods do better than others?)
Community Health Centres, neighborhood agencies and other providers address the health impact of poverty in their service delivery. What have been the most promising policy and program directions that put social determinants of health perspective into practice? How do you measure success?
What are successful models for reducing barriers to health care access for low-income people?
How do capacity building programs (e.g. job skills training, social enterprises, etc) affect individual and/or community health? What are the relevant explanatory pathways?
They also welcome other innovative CBR proposals focusing on alleviating the impacts of poverty and income inequality on health.
Advanced Community-Based Research Awards are available for projects of up to two years in length. Letters of intent are no more than 5 pages.
For more information on this granting program and how to apply, please visit
http://www.wellesleycentral.com/advancedgrants.csp ¶ 9:44 p.m. 0 comments
Discussion paper on Reducing Health Disparities in Canada - Roles of the Health Sector
Reducing Health Disparities -Roles of the Health Sector Discussion Paper
Prepared by the Health Disparities Task Group of the Federal/Provincial/Territorial Advisory Committee on Population Health and Health Security, Canada
Available online [PDF file 43p.] at:
http://www.phac-aspc.gc.ca/ph-sp/disparities/pdf06/disparities_discussion_paper_e.pdf
Health disparities are avoidable and can be successfully addressed. This paper explores the role of the health sector in addressing health disparities in Canada by:
Presenting some facts of health disparities - how and why they occur and persist, the nature, extent and costs of health disparities in Canada and, where possible, comparisons between Canada and other countries;
Reviewing how Canadian and international thinking on health disparities has evolved and current Canadian and international strategies for reducing health disparities;
Suggesting policy directions and actions for the health sector to take to reduce health disparities, both within its sphere of direct control and through partnerships and promotion, knowledge development and exchange.
Health disparities are a term central to the discussion in this paper. Health disparities refer to differences in health status that occur among population groups defined by specific characteristics. For policy purposes, the most useful categorizations are those consistently associated with the largest variations in health status. The most prominent factors in Canada are socio-economic status (SES), Aboriginal identity, gender and geographic location. ¶ 9:41 p.m. 0 comments
Prepared by the Health Disparities Task Group of the Federal/Provincial/Territorial Advisory Committee on Population Health and Health Security, Canada
Available online [PDF file 43p.] at:
http://www.phac-aspc.gc.ca/ph-sp/disparities/pdf06/disparities_discussion_paper_e.pdf
Health disparities are avoidable and can be successfully addressed. This paper explores the role of the health sector in addressing health disparities in Canada by:
Presenting some facts of health disparities - how and why they occur and persist, the nature, extent and costs of health disparities in Canada and, where possible, comparisons between Canada and other countries;
Reviewing how Canadian and international thinking on health disparities has evolved and current Canadian and international strategies for reducing health disparities;
Suggesting policy directions and actions for the health sector to take to reduce health disparities, both within its sphere of direct control and through partnerships and promotion, knowledge development and exchange.
Health disparities are a term central to the discussion in this paper. Health disparities refer to differences in health status that occur among population groups defined by specific characteristics. For policy purposes, the most useful categorizations are those consistently associated with the largest variations in health status. The most prominent factors in Canada are socio-economic status (SES), Aboriginal identity, gender and geographic location. ¶ 9:41 p.m. 0 comments
2e Forum national de recherche sur la santé des communautés francophones en situation minoritaire
Le Consortium national de formation en santé (CNFS) vous invite au 2e Forum national de recherche sur la santé des communautés francophones en situation minoritaire qui aura lieu les 23 et 24 novembre 2007, à l’Hôtel Crowne Plaza d’Ottawa.
Vous aurez alors l’occasion de prendre connaissance des pas qui ont été franchis depuis le 1er Forum national. Vous verrez comment les chercheurs ont su traduire les besoins de recherche des communautés en projets et en résultats. Vous saurez dans quelle mesure les gens des milieux ont commencé à tirer parti des leçons apprises pour mettre en œuvre les meilleures pratiques.
Le Forum national de recherche a pour objectif de diffuser les nouveaux savoirs. Il vise également à permettre les échanges et le réseautage sur les trois thématiques prioritaires : la santé et ses déterminants; la gouvernance, la gestion et la prestation des services de santé en français; et, enfin, les liens entre la langue, la culture et la santé.
Nous vous ferons parvenir plus d’informations dans les mois à venir. Nous vous invitons à consulter le site Internet du CNFS (http://www.cnfs.ca/pages/colloques.html) pour connaître l’avancement des préparatifs du 2e Forum national.
Caroline Mercier
Adjointe à la recherche
Consortium national de formation en santé
#400-260, Dalhousie
Ottawa (Ontario) K1N 7E4
(613) 244-7837 ¶ 8:02 p.m. 0 comments
Vous aurez alors l’occasion de prendre connaissance des pas qui ont été franchis depuis le 1er Forum national. Vous verrez comment les chercheurs ont su traduire les besoins de recherche des communautés en projets et en résultats. Vous saurez dans quelle mesure les gens des milieux ont commencé à tirer parti des leçons apprises pour mettre en œuvre les meilleures pratiques.
Le Forum national de recherche a pour objectif de diffuser les nouveaux savoirs. Il vise également à permettre les échanges et le réseautage sur les trois thématiques prioritaires : la santé et ses déterminants; la gouvernance, la gestion et la prestation des services de santé en français; et, enfin, les liens entre la langue, la culture et la santé.
Nous vous ferons parvenir plus d’informations dans les mois à venir. Nous vous invitons à consulter le site Internet du CNFS (http://www.cnfs.ca/pages/colloques.html) pour connaître l’avancement des préparatifs du 2e Forum national.
Caroline Mercier
Adjointe à la recherche
Consortium national de formation en santé
#400-260, Dalhousie
Ottawa (Ontario) K1N 7E4
(613) 244-7837 ¶ 8:02 p.m. 0 comments
Tentative Comprehensives Schedule
The dates for the "dreaded" comprehensive exams have not been set but they look like the following:
At this time I am still working on scheduling and to find jury members. But it looks like the questions will be distributed on November 1, responses to be submitted on November 14 and the oral defense on November 27 and November 28. Please note that this information is not confirmed. This will all depends on the availability of the jury members.
I will send an email to all of you very soon! ¶ 7:55 p.m. 0 comments
At this time I am still working on scheduling and to find jury members. But it looks like the questions will be distributed on November 1, responses to be submitted on November 14 and the oral defense on November 27 and November 28. Please note that this information is not confirmed. This will all depends on the availability of the jury members.
I will send an email to all of you very soon! ¶ 7:55 p.m. 0 comments
Thursday, May 11, 2006
Marks
It has been a while since I posted. I guess I have been resting from the marathon of the last semester. What a crazy time. I never thought I would say this but turning 40 and doing a PHD is a rough way to go.
I passed all my seminars but not with the A's and A+'s that had been the norm at the Master's level. However, I feel like I have learned lots about using a Population Health perspective when looking at knowledge exchange, especially within the context of child and youth mental health.
Despite some of the gripes from my colleagues, I feel the program at the University of Ottawa is excellent - challenging and diverse. It is difficult however, to balance all the disciplinary perspectives and to focus on a particular subject matter. In fact, this experience points directly to the difficulty of multi-disciplinary work.
Now, on to a reading course and getting ready for the dreaded comprehensive exams.
Oy! ¶ 9:43 a.m. 0 comments
I passed all my seminars but not with the A's and A+'s that had been the norm at the Master's level. However, I feel like I have learned lots about using a Population Health perspective when looking at knowledge exchange, especially within the context of child and youth mental health.
Despite some of the gripes from my colleagues, I feel the program at the University of Ottawa is excellent - challenging and diverse. It is difficult however, to balance all the disciplinary perspectives and to focus on a particular subject matter. In fact, this experience points directly to the difficulty of multi-disciplinary work.
Now, on to a reading course and getting ready for the dreaded comprehensive exams.
Oy! ¶ 9:43 a.m. 0 comments
