2014 JLT

Master of Public Health Practicum
Course Outline 2014

Introduction
2
Goals of Practicum
3
Requirements for Practicum Registration
3
Roles and Responsibilities of Key Players in the Practicum
4
MPH Student
5
Field Supervisor
6
Academic Advisor
7
Practicum Coordinator
8
Student Stipend and Costs
8
Learning Objectives and the Learning Contract
9
Learning Contract
9
Identifying Learning Objectives
9
Evaluation and the Practicum
10
Appendix A Practicum F.A.Q.
13
Appendix B Practicum Timeline
16
Appendix C Practicum Report
17
Appendix D Exit Interview
19
Appendix E Poster Fair
20
Appendix F Learning Contract
22
Appendix G Core Competency Statements
27
Appendix H Interim Field Site Assessment Form
29
Appendix I Final Field Site Assessment Form
30
PUBH 992 Course Outline/Page 2

Introduction

Public health practice is a key part of the MPH degree. The practicum provides the
opportunity to integrate classroom learning and practice in a public health work
environment. The student contributes to a communitys resources and to addressing a
public health problem while developing personal confidence and skills as a public health
professional.

This document provides guidance on the practicum: outlining goals, roles and
responsibilities, approach to evaluation and practical matters to ensure smooth running
of the practicum.

The outline has been developed in light of experiences during the duration of the
program and has drawn heavily on MPH Practicum Guidelines a Supplement to the
Guidelines for MPH Programs in Canada. (2006).

The practicum course outline and all the necessary forms will be available on the SPH
Website on PAWS/Groups/MPH Students/Files/Practica.

If you have further questions, please contact:

Dr. Michael Szafron
MPH Practicum Coordinator
MPH Program, School of Public Health
michael.szafron@usask.ca
306 966-5468
Mrs. Karen Ruston
Practicum Program Assistant
MPH Program, School of Public Health
karen.ruston@usask.ca
306 966-2675/Fax 306 966-2264


Goals of Practicum

The goals of an MPH practicum are to provide the opportunity for students to:

Integrate, synthesize and apply public health knowledge and skills (i.e.
competencies) acquired in preliminary MPH courses to a real-world public health
situation. Competencies expected of MPH graduates are described in more detail
in the Public Health Agency of Canada (PHAC) Core Competencies for Public
Health in Canada. Appendix G summarizes the Core Competency Statements
for Public Health. For a full description see:
http://www.phac-aspc.gc.ca/ccph-cesp/stmts-enon-eng.php
Enhance and develop skills needed to function in a professional public health
setting including:
Problem identification, analysis and solving,
Interpersonal skills including working as part of an interdisciplinary public
health team,
Oral and written communication, and
Understanding the mission, structure and functioning of the public health
organization.
Work on a substantive public health problem or issue relevant to the sponsoring
organization.
Engage in professional self-assessment and critical reflection.
Explore a particular area of interest.

Requirements for Registering for the Course

Students will normally register in this course in the summer of the first year of the MPH
program, but may complete the course at other times, dependent on placement
availability. It is expected that all students will have successfully completed
(a) six of the core MPH courses prior to enrolment:

PUBH 800.3 Epidemiology for Public Health
PUBH 803.3 Health Promotion
PUBH 805.3 Biostatistics for Public Health
PUBH 807.3 Program Planning and Evaluation
PUBH 810.3 Environmental Public Health I
PUBH 867.3 Health Policy and Politics;

(b) GSR 960: Introduction - Ethics Integrity; and
(c) GSR 961: Ethics Integrity Human Research (if your practicum involves human
related research).

Students, whose practicum projects entail animal related research, must additionally
complete GSR 962: Ethics Integrity Animal Research, prior to enrolling in
PUBH 992.6.


Duration of Practicum

The practicum experience will generally last 14 weeks. Within these 14 weeks, students
should be prepared to spend additional time completing assignments such as report
writing and other knowledge gathering activities necessary for functioning in the agency.
Specifically, during the first 12 weeks, students are expected to participate fully in the
standard workweek and working life of the agency. During Week 13 and Week 14,
students are expected to complete the site report (if any) required by the agency, submit
their completed Final Field Site Assessment, and submit the PUBH 992 written Practicum
Report (refer to Appendix C for the details of this report). These three components of
the practicum are to be completed and submitted by the end of Week 14.

To accommodate the needs of individuals, we can consider practicums undertaken on a
part-time basis over a longer period of time. Approval for this should be sought from the
MPH Practicum Coordinator and will be at his/her discretion.

Roles and Responsibilities of Key Players in the Practicum
The success of a practicum placement depends on the selection of quality practice
locations with experienced and motivated trainers both in the field (Field Supervisor)
and the university (Academic Advisor).

The key players are shown in the diagram below and each of their roles and
responsibilities are outlined on the following pages.

Practicum key players
Student

Field Academic
Supervisor Advisor

Practicum
Coordinator
Learning
Contract

MPH Student

The student needs to actively engage in finding and negotiating an appropriate
practicum that meets his/her learning and career development needs. The student is
expected to:
Work with his/her university-based Academic Advisor, as necessary, to clarify
personal and professional learning needs.
Choose/develop a practicum of interest and make contact with the Field
Supervisor.
Complete an ethics application appropriate for the practicum project and seek
ethics approval, if required. If the nature of the project allows, this approval
should be sought prior to starting the practicum to ensure the approval is granted
before the practicum begins. For those projects in which approval must be
sought during the 12 weeks while at the agency, students need to submit the
ethics application as soon as possible.
Undertake the practicum over a 12-week period, participate fully in the
standard work week and working life of the agency during this period. Within the
first two weeks of the placement work with the Field Supervisor to establish a
Learning Contract.
Once agreed to by the Field Supervisor, provide the Learning Contract to the
Academic Supervisor for approval, cc:ing the Practicum Program Assistant. Once
the Learning Contract is approved by the Academic Advisor, the Practicum
Program Assistant will submit the Learning Contract to the Practicum Coordinator
for final approval.
Conduct t h e activities s t a t ed i n t he L e a r ni ng Cont r a c t to meet the
learning objectives, service expectations and other deliverables described in the
Learning Contract.
Identify, if applicable, where the practicum is not meeting the students learning
needs.
Meet the professional standards of conduct, including respect for the
confidentiality of health or other information on individuals that are encountered
as part of their practicum experience, as well as respect for the confidentiality of
agency information. Responsible behaviour regarding attendance and interest in
the agencys activities is expected.
Participate in the mid-placement (Interim Field Site Assessment) and final ( Final
Field Site Assessment) interviews with the Field Supervisor.
Send the Interim and Final Field Site Assessments to the Practicum Program
Assistant, after they have been signed by the Student, Field Supervisor, and the
Academic Advisor. The Practicum Program Assistant will then forward these
assessments to the Practicum Coordinator for the final signature.
Complete and submit the Final Field Site Assessment, the site report, and the
PUBH 992 Practicum Report by the end of Week 14.
Engage in professional reflection throughout the practicum. This reflection will
culminate in the Role & Reflection Essay included as part of the Practicum
Report.

Complete a Practicum Report. The practicum report consists of three
components: An Executive Summary of the placement, a Role & Reflection Essay,
and appendices containing the deliverables (output) of the practicum. Refer to
Appendix C for a detailed description of the Practicum Report. The Practicum
Report is not the same report as a report submitted to the Agency.
Submit the Practicum Report to the Practicum Program Assistant by the date
specified in the Learning Contract. The Practicum Program Assistant will forward
the report to the Academic Advisor for grading.
Adhere to all time lines established in the Learning Contract. Should a deviation
from the time line established in the Learning Contract need to occur, the student
must have this deviation and the resulting new time line approved by the Field
Supervisor, Academic Advisor, and Practicum Coordinator. This new time line
should not extend beyond the original practicum end date established in the
original Learning Contract.
Adhere to all deadlines established through this Course Outline.
Prepare a draft of the Exit Interview power point presentation and consult with
his/her Academic Advisor, prior to having to give the presentation, for additional
comments/suggestions that would improve the presentation.
Prepare and give a power point presentation regarding the practicum experience.
This constitutes part of the Exit Interview.
Prepare a draft poster and consult with his/her Academic Advisors, prior to
having the poster printed, for additional comments/suggestions that would
improve the poster.
Prepare a poster regarding their practicum experience and present it at the
Poster Fair.

Field Supervisor

The Field Supervisor ensures the necessary practice and learning environment for the
student and provides ongoing guidance, support and supervision. A Field Supervisor is
expected to:
Identify potential projects and/or learning experiences in his/her organization.
Make necessary arrangements to provide for space, computer, phone, supplies,
etc., and ensure that all agency human resources forms are complete.
Provide an orientation t o t he wor kpl ac e, or gani z at i onal s t r uc t ur e,
and functions.
In the Learning Contract, clearly indicate to whom in the Agency the student is
responsible to and reports to. This is particularly important if there is more than
one field supervisor for a project.
Negotiate with the student the details of the Learning Contract. Ideally, this
should be done in person with the student. This would provide an opportunity
to discuss the educational and practice needs of the student, expectations and
needs of the host organization, expected activities and responsibilities, project
deliverables, any relevant policies or procedures related to the practicum site,
and stipend-related issues.

Provide access to individuals and work teams, and support opportunities for
exposure to ongoing activities (e.g. Board and other relevant meetings, field visits,
investigations, seminars, etc.), as well as identifying additional opportunities for
public health practice.
Sign off on the Learning Contract.
Meet with the student regularly (i.e. weekly) to review progress and provide
feedback and direction. Ideally this would be in person, but interaction by phone
or other electronic means can be used in those instances when it is not
logistically feasible to meet in person.
Suggest supplementary readings or projects to enhance the experience.
Assess the student during the middle of the placement using the Interim Field Site
Assessment Form.
Assess the student at the end of the practicum using the Final Field Site
Assessment Form.
Discuss student needs with the Academic Advisor as necessary and particularly
at the Interim and Final Field Site Assessments.

Academic Advisor

The Academic Advisor for a practicum has responsibility for overseeing the academic
aspects of the students practicum to ensure that it will meet the learning needs of the
student and the academic requirements of the Program. The Academic Advisor is
expected to:
Assist the student, as needed, to identify realistic goals and specific learning
objectives for the practicum and may assist with the identification of potential
practica.
Advise on the development of a Learning Contract.
Review and approve the Learning Contract, ensuring that the practicum
objectives can be feasibly achieved in a 12 week period and that it meets
academic and quality expectations.
Be available to address any concerns or difficulties experienced during the
practicum.
Participate in, review and approve by signing the Interim and Final Field Site
Assessments of the student by the Field Supervisor.
Review and provide feedback on any project that is part of the practicum (at the
request of the student or Field Supervisor).
Review, evaluate, and provide feedback on the Executive Summary and Role &
Reflection Essay portions of the Practicum Report that the student produces as a
summary of the practicum experience.
Review and provide comments/suggestions on the students poster, and Exit
Interview power point presentation.



The Practicum Coordinator is responsible for putting in place the necessary structures
and processes for the practicum. These include:
Establishing a range of quality practicum placements that will meet the learning
needs of the students. Specifically, the Practicum Coordinator will:
ensure that Field Supervisors have the necessary qualifications to
supervise MPH students
support the Field Supervisors to improve in their role
ensure that organizations can provide the necessary learning
environment for professional practice.
Reviewing and approving additional practicum sites proposed by students,
faculty and public health organizations.
Making available a list of potential practicum placements to facilitate student
decision-making.
Reviewing and providing final approval for the:
Learning Contract
Practicum Interim Field Site Assessment
Practicum Final Field Site Assessment.
Sending confirmation of these approvals to the student, the Field Supervisor, and
Academic Advisor.
Collating students evaluations of their practica and making
recommendations for improvement.

Student Stipend and Costs

Although the practicum is a learning opportunity for students, nevertheless, with a full-
time commitment over a 12 week period, the practicum student is expected to
make a significant contribution to the operation of the host organization. Hosting
students can also be seen as a key recruitment strategy for organizations.

The organization in which the practicum takes place is not required to provide a financial
stipend. The School of Public Health recognizes the in-kind allocation of Agency resources
that have been assigned to support the practicum student.
Students should be expected to cover their travel costs to the practicum location and
their living costs while there. Where extensive travel is required to attend a practicum
(e.g. international location, travel across North America), students should ensure they
have sufficient funds to cover expected costs well in advance of the practicum. An
exception would be any travel and additional costs required in conducting practicum-
related duties, which should be the responsibility of the hosting organization (e.g.
practicum student asked to assist with investigating an outbreak in an outlying
community). This needs to be agreed with the hosting organization.


Learning Objectives and the Learning Contract
The Learning Contract

The Learning Contract is an indispensable tool for communicating, monitoring, and
evaluating the practicum. Many of the difficulties encountered with practica are due to
not having made explicit the expectations of the various parties that are involved. The
student has the lead responsibility for developing the Learning Contract in collaboration
with the Field Supervisor(s) at the onset of the practicum. The Learning Contract will be
agreed upon within the first two weeks of the practicum s st art and will be the basis
for the learning activities i n whi ch the student becomes involved. The Learning
Contract provides the framework for a students evaluation.

Learning Contracts should include:
A clear description of the practicum setting (Agency, address, Field Supervisor
name(s) and contact information).
Project title, dates, hours of work, stipend (if any).
Learning objectives.
Methods and a timetable for accomplishing the objectives.
The expected deliverables (note: the deliverable itself may have a more
detailed project plan that is developed with the Field Supervisor(s)).
The need for ethics approval, as required.
The responsibilities of each party (note: these may be described in more detail in
a separate affiliation agreement between the host organization and university); in
the case of more than one field supervisor, this additionally includes the roles and
responsibilities of each field supervisor.
Signatures of the:
Student
Field Supervisor(s)
Academic Advisor

Identifying Learning Objectives

The learning objectives are the foundation of the practicum and a core element of the
Learning Contract. The learning objectives should build on the knowledge and skills
acquired during the MPH coursework and reflect the goals (as listed earlier) of the
practicum placement. The objectives should also be informed by the students overall
training needs, interests, past experience and career goals. The Academic Advisor and
Field Supervisor are key resources to advise the student in developing the objectives. It is
critically important that the expectations of the student and Field Supervisor are
realistic, explicit, and agreed upon prior to the onset of the practicum.

Make sure each Learning Objective is specific, not vague and ambiguous. Avoid using
phrases like to learn or to understand.

An example of a poorly written learning objective: To understand diabetes and BMI.

An example of a well-written learning objective: To identify relationships (if any)
between an individuals BMI and his likelihood for being diabetic

Appendix F contains the standardized Learning Contract form.

Student Assessment

The Practicum consists of the following components:
i) a Learning Contract
ii) an Interim Field Site Assessment
iii) a Final Field Site Assessment
iv) a Practicum Report which includes
The deliverables (listed in the Learning Contract required by the Practicum site)
An Executive Summary 500 words
A Role & Reflection Essay minimum 1,000 words; maximum 2,000 words
v) An Exit Interview
vi) A Poster Fair Presentation

Refer to the Learning Contract section for its description.

The other components are described below:

1. Field Site Assessments

The student will be assessed on their performance based on objectives set out in the
Learning Contract (Appendix F). There will be an Interim Field Site Assessment and a Final
Field Site Assessment.

Get a date in your Field Supervisors diary for this meeting. Make sure you and your
Field Supervisor are familiar with the necessary documentation.

The Interim Field Site Assessment (Appendix H) will occur mid-practicum (6 weeks) and
will formatively assess the progress achieved to-date. It provides an opportunity to decide
whether there is any need to adjust t h e overall deliverables, and address any major
performance concerns.

The Final Field Site Assessment (Appendix I) is summative and is to be completed by
the practicum end date that was stated in the Learning Contract. Students are advised
to arrange dates for these evaluation meetings at the earliest opportunity in the
practicum.

The Field Supervisor will assess the students performance based on the activities and the
deliverables created as outlined in the Learning Contract and on the presentation of the
student to the host organization. Based on this evaluation, the Field Supervisor will
provide a recommendation for credit /no credit.

The student will independently assess his/her own progress against the PHAC public
health competencies, compare notes and agree on future learning needs.

2. The Practicum Report

Note the Practicum Report is not the same report as any report written for an Agency.

It is expected that every practicum will require to complete the deliverables (e.g. a
literature review, a report, a pamphlet, etc.) outlined in the Learning Contract. These
deliverables should be negotiated as part of the Learning Contract and be included as part
of the Practicum Report. Another important component of the practicum is being able to
critically reflect upon the experience. As such, another component of the Practicum Report
is the Role & Reflection Essay. A final component of the Practicum Report is the Executive
Summary of the practicum. Hence the Practicum Report consists of the deliverables stated
in the Learning Contract, an Executive Summary of the practicum, and a Role & Reflection
Essay. This Practicum Report is to be submitted to the Practicum Program Assistant by the
end of the fourteenth week of the practicum experience. The Academic Advisor will grade
the Practicum Report. For further details regarding the Practicum Report, refer to
Appendix C.

3. The Exit Interview

The purpose will be for the student to review the practicum, to demonstrate any
learning gained, to demonstrate s/he is aware of his/her future learning needs.

The Interview will take place after the student has submitted the Practicum Report to the
Practicum Program Assistant. For the majority of the MPH students this will be within six
weeks of when they have completed their practicum. Each interview will be approximately
30 minutes in length. The students presentation should be approximately 12 minutes in
length.

In order to be eligible for the Exit Interview, all documentation must be completed (this
includes being signed by all relevant parties) and submitted to the Practicum Program
Assistant prior to the Exit Interview. Specifically, students will need to have completed and
submitted to the Practicum Program Assistant the following, prior to the Exit Interview:

The Interim and Final Field Site Assessments documentation signed by the Field
and Academic Advisors; and
The Practicum Report consisting of any Practicum Products, an Executive
Summary and the Role & Reflection Essay.

Each student will meet a panel typically drawn from faculty within the SPH. The student
will give a power point presentation about their practicum experience. This will form
the basis for discussion at the Exit Interview and should give context to their practicum
project, what was done, what the outcome and recommendations were and what was
learned. Refer to the file Presentation Template.ppt available at the website:
PAWS/Groups/MPH Students/Files/Practica.

Refer to Appendix D for details regarding the rubric used to assess a students performance
during the Exit Interview.

4. Poster Fair Presentation

The Poster Fair has two primary aims. The first is to be a showcase for MPH student
practicum projects. This venue will allow knowledge translation and the sharing of ideas
and experiences to take place in a constructive supportive environment amongst the
current MPH class members, Field and Academic Advisors and the next cohort of incoming
MPH students. The second aim is to provide the MPH students with the practical
experience of designing and presenting their work through a poster.

For the requirements for designing a poster and for how your poster will be assessed,
please refer to Appendix E.

The Final Grade

The following is the mark distribution assigned to the different components of the
practicum:

Final Field Site Assessment ............................ 30 %
Executive Summary ........................................ 10 %
Role & Reflection Paper ................................. 25 %
Exit Interview ................................................. 25 %
Poster Fair ...................................................... 10 %

A minimum overall mark of 70% is required to pass the course with the
additional criterion that a student must attain at least 60% in each component.

All requirements of the Practicum must be completed to receive a mark for the course.
Regarding the Learning Contract and the Interim and Final Field Site Assessments, these
requirements are not considered complete until all parties have signed the
documentation.

Note any assessment component that is submitted late without the approval of the
practicum coordinator may be penalized at a rate of 1% from the assessment
components grade each day the component is late.


Appendix A Practicum F.A.Q.

Can I do a practicum on a part-time basis?

The length of the practicum is usually a period of 14 consecutive weeks (12 weeks with
the Agency and two weeks to complete the site report, Final Field Site Assessment, and
the Practicum Report), and unless special arrangements have been made, it is assumed
that all MPH candidates will abide by this requirement. As a rule, the practicum is
designed as a full-time experience. Any change in the one-term length of the practicum
or modification in the way it is scheduled is the exception rather than the rule. The
primary justification for altering the duration of the practicum is educational. In making
a decision, account must be taken of the relationship of the student's past education and
experience, present level of expertise, and future educational and career goals. Approval
for any request for substantial alteration in the practicum duration or any significant
modification in scheduling the practicum must be sought from the MPH Program
Director.

Do I get paid while doing a practicum?

The arrangement for a stipend (honoraria or salaries) for student is at the discretion of
the agency that is offering the practicum. In offering a placement, the Agency, in-kind,
allocates a significant amount of resources to support the practicum placement.

Who should be my Field Supervisor?

The Field Supervisor should be someone who has significant broad-based practical public
health experience, preferably in a field in which you are interested in and eventually
hope to be working. He or she should have the ability to provide you (the student) with a
potential public health project to work on and write up as part of your practicum and
should provide you with the resources necessary to complete that project. It is important
that your Field Supervisor have the skills and desire to supervise and mentor you
throughout your practicum experience.

Can my Academic Advisor be my Field Supervisor?
No. Your Academic Advisor is responsible for overseeing the academic aspects of the
practicum to ensure that it meets your learning objectives and the academic
requirements of the Program, while the Field Supervisor needs to be someone who can
provide daily supervision in a public health workplace (not in an academic setting).

When can I start my MPH practicum?
In most cases, full time students will do their practicum in the first summer after they
have completed two terms of the MPH program. The caveat is students must
successfully complete the core courses of the MPH program, as listed on page 3, prior to
beginning their practicum. They must successfully complete GSR 960 and GSR 961 and (if
applicable) GSR 962 prior to beginning the practicum. Students, who have not successfully
completed these courses, will not be permitted to do their practicum.

Is the practicum project the only thing I do while on my practicum?

No! It is very important that you take this opportunity to learn all you can about
the public health sector in which you are working. You are strongly encouraged
to participate in agency meetings, other projects, and to be fully immersed in the
public health activities of that agency. The Field Supervisor will be encouraged to
interact with you as much as possible throughout your practicum.
I would like to do an MPH practicum at my place of employment. Is this possible?

Students may, with approval from the MPH Program Director, conduct their
practicum where they work, but they may not do a practicum project that is part
of their usual job within their specific work setting or under the direction of their
current supervisor. Students are strongly encouraged to find a practicum
placement outside of their place of employment in order to be exposed to new
experiences and opportunities for growth. In addition, students may find it
difficult to separate their student role from their work role when the practicum
takes place within the students work setting.

In my practicum I am doing a series of small projects. What kind of report should I
produce?

The same guidance applies in that the report should be of use to your practicum
site based on the work you have done. Discuss structure of your proposed report
with your Academic Advisor.

Can I take other courses while attending the practicum?
Any students who are completing practicum outside May to August must continue
attending the 990 Seminar in person or by logging into the Elluminate link.
Because the practicum is a six credit hour course, enrolling in it in any given term
is considered a full-time course load. Consequently, in order for you to make the
most out of your practicum experience and to fully engage in the standard work
week of the Agency, it is not recommended that you take any additional courses
while you are completing your practicum, the exception being the 990 seminar as
stated in the paragraph above.

There is no obligation for an agency to provide a stipend in addition to the resources in kind
donated by agreeing to offer a practicum placement.
Students should choose practica based on interest and skill sets rather than based
on whether they offer a stipend.
I am not a Canadian resident and am applying for a practicum in Canada. How do I
proceed with obtaining the appropriate documentation to allow me to proceed with the
practicum?

For a Work Permit, you would use the letter of offer from your practicum site and
the SPH would also give you a letter stating that the practicum is part of the MPH
requirements. Please see the appropriate CIC Citizenship and Immigration Canada
site.
How do I apply for a Social Insurance Number?
Please visit the Service Canada site below for details.
http://www.servicecanada.gc.ca/eng/sc/sin/index.shtml
I am applying to a site outside of Canada. How do I proceed?
You would use the letter of offer from your practicum site and the SPH would also
give you a letter stating that the practicum is part of the MPH requirements.
For a VISA, the SPH would provide a letter of support.
I am an online student. How do I participate in the Exit Interview?

Online students can attend the Exit Interview in person or via an online video
conference (Skype).

I cannot participate in the Poster Fair Presentation. What do I do?

Please contact the Practicum Coordinator to discuss your situation.

If you have not found your question here, please send your questions(s) to the Practicum
Program Assistant.

Appendix B Practicum Timeline

Learning Contract Due 2 weeks after practicum start date

Interim Field Site
Assessment
Due 6 weeks after practicum start date

Final Field Site Assessment Due 14 weeks after practicum start date

Site Report and Practicum
Report
Due 14 weeks after practicum start date

Exit Interview The month of September*

Practicum Poster Fair October 24*

* tentative dates


Appendix C Practicum Report
Below are the guidelines for the Practicum Report:

The Practicum Report is composed of three parts:
The Practicum Deliverables (Product(s) created for the Practicum Site)
An Executive Summary of the Site Report
The Role and Reflection Essay.
Guidelines for writing the Practicum Report:
The Practicum Report will begin with the Executive Summary of the Practicum
Deliverables, followed by the Role and Reflective Essay, and ending with the
Practicum Deliverables attached as an appendix.
The Executive Summary and the Role and Reflective Essay must be doubled-spaced
and written using a 12-point font.
Any references should be in either APA or Vancouver style, as long as consistent
throughout the report.
The report should tell a coherent story about what you did, why you did it, the
context for the work, what came out of it and subsequent next steps.
The Academic Advisor will grade the Practicum Report.
The components of the report are to be constructed as follows.

Executive Summary:
Should be a maximum of 500 words.
Should be a summary of the Practicum Deliverables. Through the Practicum
Deliverables should frame the problem(s) being addressed, review relevant
literature, outline methodology and results, and present a coherent discussion with
conclusions and recommendations for action.

Role and Reflection Essay:
The essay should be a minimum of 1000 words and a maximum of 2000 words.
The essay should explain your role and specific responsibilities in the completion of
the practicum project.
The essay should outline how the practicum experience has contributed to your
development as a public health practitioner and identify priority areas for your
further professional development (i.e. the domains of public health).
The essay should draw on your experience during your practicum.

Practicum Deliverables:
Field supervisors will report they are satisfied with the report (by signing off on
the Final Field Site Assessment form).
The report should be of value to your practicum site so discuss their expectations as
you develop the learning contract.
We recognize that these specifications lend themselves better to some practica than
others. This will be taken into account in the marking of the individual student
reports. However, if you cannot meet the above requirements, explain why not, and
the possible modified approach you have taken in presenting your report.

A suggested rubric for marking the Practicum Report is shown below:

Marking Rubric for the Executive Summary:

CRITERIA MARKS
Was the issue being addressed well framed?
3 marks
Was there a clear description of the outcome of the
work done, including any specific report/product in an
appendix?
2 marks
Was the connection between the issue being
addressed and the work completed in the practicum
made?
2 marks
Overall, was well organized, coherent and written
fluently
3 marks
TOTAL
10 marks

Marking Rubric for the Role and Reflection Essay:

Unsatisfactory Good Excellent Grade
Content
Regarding
Role

Total 8 marks
Not able to deduce
the students role.

0-4 marks
Able to deduce the
students role but
not clearly
expressed.

5-6 marks
Role is clearly
expressed.

7-8 marks

Content
Regarding
Reflection

Total 8 marks
Restates facts rather
than reflecting on
experience.

0-4 marks
Demonstrates some
self-reflection but
lacks substance for
self-improvement

5-6 marks

Reflections
demonstrate fresh,
original thoughts and
ideas and guide self-
improvement. Makes
connection to PH
domains

7-8 marks

Organization

Total 9 marks
No clear direction. Main
ideas are vague and
connections are
confusing or
incomplete.

0-4 marks
Organization is
generally good, but
includes some
extraneous detail
and/or unclear
transitions.

5-6 marks
Organization
enhances the main
ideas. Supporting
information is
presented logically,
with no extraneous
details. Transitions
are smooth.
7-9 marks


Appendix D Exit Interview

Below is the rubric used to assess a students performance during the Exit Interview.

Marking Rubric for the Exit Interview:

CRITERIA MARKS
The Presentation Slides:
Technical:
a. Legibility (adequate font, font size,
organization, flow, etc.)
b. Overall Visual Appeal (layout)
c. All Components were addressed
(Introduction, Methods, Results,
Conclusions, Recommendations)

/2

/2

/2
The Presentation: How coherent was presentation? /10
The Follow-up Questions:
a. Performance in responding to follow up
questions about work done /5
b. Insights into what has been learned and
future learning needs /5
c. Insight in to how they would operate
differently with the benefit of hindsight /5
TOTAL /31


Appendix E POSTER FAIR

Poster Design and Layout Requirements

Students must ensure the topics they intend to discuss in their poster have been cleared by
their practicum agencies for publication.
The poster dimensions should not exceed by 2ft x 3ft or 61cm by 91.5cm. A template will be
available in MPH Groups.
The poster must be oriented in the landscape position.
Organize the poster sections in an orderly manner for a logical flow of content using the
suggestions from the Teaching and Technology Centre.
The poster should give context to your work.
The poster typically includes the sections: Introduction to the Practicum, Methods,
Results, Conclusions, Recommendations, Reflections (key items learned/still have to
learn), Acknowledgements (agencies and supervisors), and Key References.

If you wish to use a logo or graphic from the agency you are working with, please request a high
quality file from their Communications Officer or Head Office. Do not copy a logo from a website.
Posters will be evaluated on a combination of Content and Communication (layout and verbal)

For further guidance see Making Posters with Powerpoint in PAWS/Groups/MPH Students/
Files/Practica.

Tentative Poster Fair Date: October 24, 2014

The Poster Presentation will be evaluated using the following rubric:


Marking Rubric for the Poster Presentation:

CRITERIA for POSTER MARKS
Technical:
a. Legibility (adequate font, font size, organization, flow, etc)

b. Overall Visual Appeal (layout)

/2

/3
Introduction to the Practicum:
a. Context of the Problem Provided

b. Student Role Clearly Identified

/2

/2
Methods: /3
Results: /3
Conclusions: /3
Recommendations: /3
Reflections: /2
Acknowledgements: (both Agency and Supervisors) /1
Key References: /1
Total /25

Appendix F LEARNING CONTRACT

Practicum Learning Contract

Please complete this form electronically, using the expandable fill-in fields, within the first two weeks of the start of the practicum
placement. It should be completed in consultation between the student, site and Academic Advisor and approved by the Practicum
Coordinator, signed by all parties, and forwarded to the MPH office. A copy of this agreement should be retained by all parties for future
reference and monitoring. At the end of the practicum, the Field Supervisor will sign off on all completed objectives as part of the final
evaluation and the student will resubmit the contract to the Practicum Coordinator.

PART 1 Practicum Setting Details

Students Name: Student Number:
Project Title:
Name of Practicum Agency:
Address of Site:
Field Supervisor(s):
Primary Field Supervisor(s) must sign off on all Practicum documents (Learning Contract; Interim & Final Assessments):
Name Title Email Phone


Secondary Field Supervisor(s):
Name Title Email Phone

Dates of Practicum Placement: Placement must be a minimum of 12 weeks and 350 contact hours; holiday time if taken must be noted and
not included in the 12 week placement.

Start Date End Date Holiday time if applicable

Hours of Work per Week:
Stipend:

Workplace arrangements for student - (work, space, desk, computer etc.)


Other requirements of Agency - (Confidentiality agreement, vaccinations etc.)

Key deliverables - (Project reports, presentations etc.):


PART 2 Practicum Learning Objectives

Practicum Learning
Objectives

What do you hope to learn
through the practicum?

Activities

What will you do
to achieve this?

By When?
Competencies
addressed
(Appendix attached)
List the numbers of the
PHAC competencies
addressed in attaining
the objection (i.e. 1.1,
2.3, etc)

Deliverables

What evidence (report,
presentation, literature
review, etc) will
demonstrate you have
achieved the objective?

Support

What needs to happen to
support you achieving
this objective?

Final
Sign off
(at end of
Practicum)
1.

2.

3.

4.

5.

6.


PART 3 Practicum Sign Off

Students Signature / Date

Primary Field Supervisor(s):

Signature/Date Signature/Date Signature/Date

Academic Advisors Signature / Date Practicum Coordinators Signature / Date


Appendix G Core Competency Statements for Public Health of Canada

1.0 Public Health Sciences

This category includes key knowledge and critical
thinking skills related to the public health
sciences: behavioural and social sciences,
biostatistics, epidemiology, environmental public
health, demography, workplace health, and the
prevention of chronic diseases, infectious
diseases, psychosocial problems and injuries.
Competency in this category requires the ability
to apply knowledge in practice

A public health practitioner is able to

1.1 Demonstrate knowledge about the following
concepts: the health status of populations,
inequities in health, the determinants of health
and illness, strategies for health promotion,
disease and injury prevention and health
protection, as well as the factors that influence the
delivery and use of health services.

1.2 Demonstrate knowledge about the history,
structure and interaction of public health and
health care services at local, provincial/territorial,
national, and international levels.

1.3 Apply the public health sciences to practice.

1.4 Use evidence and research to informhealth
policies and programs.

1.5 Demonstrate the ability to pursue lifelong
learning opportunities in the field of public health.

2.0 Assessment and Analysis

This category describes the core competencies
needed to collect, assess, analyze and apply
information (including data, facts, concepts and
theories). These competencies are required to
make evidence-based decisions, prepare budgets

and reports, conduct investigations and make
recommendations for policy and program
development.

A public health practitioner is able to...

2.1 Recognize that a health concern or issue
exists.

2.2 Identify relevant and appropriate sources of
information, including community assets and
resources.

2.3 Collect, store, retrieve and use accurate and
appropriate information on public health issues.

2.4 Analyze information to determine appropriate
implications, uses, gaps and limitations.

2.5 Determine the meaning of information,
considering the current ethical, political,
scientific, socio-cultural and economic contexts.

2.6 Recommend specific actions based on the
analysis of information.

3.0 Policy and Program Planning,
Implementation and
Evaluation

This category describes the core competencies
needed to effectively choose options, and to plan,
implement and evaluate policies and/or programs
in public health. This includes the management of
incidents such as outbreaks and emergencies.


3.1 Describe selected policy and programoptions
to address aspecific public health issue.

3.2 Describe the implications of each option,
especially as they apply to the determinants of

health and recommend or decide on acourseof
action.

3.3 Develop a plan to implement a course of
action taking into account relevant evidence,
legislation, emergency planning procedures,
regulations and policies.

3.4 Implement a policy or programand/or take
appropriate action to address aspecific public
health issue.

3.5 Demonstrate the ability to implement effective
practice guidelines.

3.6 Evaluate an action, policy or program.

3.7 Demonstrate an ability to set and follow
priorities, and to maximize outcomes based on
available resources.

3.8 Demonstrate the ability to fulfill functional
roles in response to apublic health emergency.

4.0 Partnerships, Collaboration
and Advocacy

This category captures the competencies required
to influence and work with others to improve the
health and well-being of the public through the
pursuit of acommon goal. Partnership and
collaboration optimizes performance through
shared resources and responsibilities. Advocacy -
speaking, writing or acting in favour of a
particular cause, policy or group of people - often
aims to reduce inequities in health status or access
to health services.


4.1 Identify and collaborate with partners in
addressing public health issues.

4.2 Use skills such as teambuilding, negotiation,
conflict management and group facilitation to
build partnerships.

4.3 Mediate between differing interests in the
pursuit of health and well-being, and facilitate the
allocation of resources.

4.4 Advocate for healthy public policies and
services that promoteand protect the health and
well-being of individuals and communities.

5.0 Diversity and Inclusiveness

This category identifies the socio-cultural
competencies required to interact effectively with
diverse individuals, groups and communities. It is
the embodiment of attitudes and practices that
result in inclusive behaviours, practices, programs
and policies.


5.1 Recognize how the determinants of health
(biological, social, cultural, economic and
physical) influence the health and well-being of
specific population groups.

5.2 Address population diversity when planning,
implementing, adapting and evaluating public
health programs and policies.
5.3 Apply culturally-relevant and appropriate
approaches with people fromdiverse cultural,
socioeconomic and educational backgrounds, and
persons of all ages, genders, health status, sexual
orientations and abilities.

6.0 Communication

Communication involves an interchange of ideas,
opinions and information. This category addresses
numerous dimensions of communication
including internal and external exchanges;
written, verbal, non-verbal and listening skills;
computer literacy; providing appropriate
information to different audiences; working with
the media and social marketing techniques.


6.1 Communicate effectively with individuals,
families, groups, communities and colleagues.

6.2 Interpret information for professional, non-
professional and community audiences.

6.3 Mobilize individuals and communities by
using appropriate media, community resources
and social marketing techniques.

6.4 Use current technology to communicate
effectively.
7.0 Leadership

This category focuses on leadership competencies that
build capacity, improve performance and enhance the
quality of the working environment. They also enable
organizations and communities to create,
communicate and apply shared visions, missions and
values.


7.1 Describe the mission and priorities of the public
health organization where one works, and apply them
in practice.

7.2 Contributeto developing key values and a
shared vision in planning and implementing public
health programs and policies in the community.

7.3 Utilize public health ethics to manage self,
others, information and resources.

7.4 Contributeto teamand organizational learning in
order to advance public health goals.

7.5 Contributeto maintaining organizational
performance standards.

7.6 Demonstrate an ability to build community
capacity by sharing knowledge, tools, expertise and
experience.


Appendix H INTERIM FIELD SITE ASSESSMENT

Interim Field Site Assessment of Practicum by Field Supervisor
1

The purpose of this Interim Field Site Assessment is to look at the students progress to date
against the Learning Contract and to identify any specific actions needed to ensure the Learning
Contract objectives are achieved.

A meeting between the Field Supervisor(s) and the practicum student should be held to review
progress with the Learning Contract and complete this form. If possible, the Academic Advisor
would also participate in this meeting. Please do not hesitate to contact the students Academic
Advisor or the Practicum Coordinator, Dr. Michael Szafron (306-966-5468), if you wish to
discuss this assessment. Once signed, please send a copy to the SPH Office (Attention:
Karen Ruston) School of Public Health, University of Saskatchewan, 104 Clinic Place,
Saskatoon, SK S7N 5E5 (Fax 306-966-7920) (karen.ruston@usask.ca)

Date of Assessment:
Name of Student:
Practicum Setting:
Name of Field Supervisor(s):
Academic Advisor:
Students progress to date:

Experiencing Difficulties Very good
Satisfactory Excellent
Good Exceptional
Outline any challenges with practicum and achieving the Learning Contract and proposed
action (space will expand to accommodate your comments):

Students Signature / Date Primary Field Supervisor(s)s Signature(s) / Date

Academic Advisors Signature / Date Practicum Coordinators Signature / Date

1
The student is responsible for having this evaluation reviewed and approved by his/her Academic
Advisor before it is submitted to the MPH office.

Appendix I FINAL FIELD SITE ASSESSMENT

Final Field Site Assessment of MPH Student Practicum by Field Supervisor

Date of Assessment:
Name of Student:
Practicum Setting:
Name of Field Supervisor(s):
Academic Advisor:
This final evaluation for the MPH practicum is based on the seven domains of the Canadian
Public Health Workforce Draft Core Competencies, which are described in Appendix G.
This assessment consists of a 3-stage process:

Part 1 A signing off of the learning objectives in the Learning Contract

Part 2 An assessment by both the student and field supervisor(s) of the students
level of competence against the 7 Core Competency statements for Public Health in
Canada

Part 3 Final Recommendations of Field Supervisor(s)

The student should fill out the self-assessment section for each domain, which includes
providing some examples of practicum activities within each of the core competency
domains. While we hope that during the practicum experience the MPH student will have the
opportunity to practice some of the competencies in all of these domains, we realize that each
practicum is unique and may have a much heavier emphasis on some particular competency
areas and may provide less opportunity to work on other competency areas. The competency
document is simply provided to help the field supervisor(s) and student reflect on what skills
were developed during the practicum and where gaps remain.

A meeting between the Field Supervisor(s) and the practicum student should be held to
discuss the students self-assessment and then the Field Supervisor can complete the
remainder of the document. If possible, the Academic Advisor would also participate in
this meeting.


Part 1: Review of Performance against Learning Contract
Please review the Learning Contract with the student and sign off
as appropriate.

Sign off by:
1) Appending Part 2-Learning Contract (Practicum Learning Objectives) with sign
off of the objectives to this form, or
2) Note in the box below objectives achieved/not achieved

Please enter any specific comments about performance against contract in
the box below:

Field Supervisor(s)s Comments:


Part 2: Review of Assessment against Public Health Competencies
In determining levels of competence please consider the Core Competency Statements
(attached) and following grading criteria established by the University of Saskatchewan.

Descriptor Description
Exceptional A superior performance with consistent strong evidence of:
- a comprehensive, incisive grasp of subject matter;
- an ability to make insightful critical evaluation of information;
- a exceptional capacity for original, creative and/or logical thinking;
- an exceptional ability to organize, to analyze, to synthesize, to integrate
ideas, and to express thoughts fluently;
- an exceptional ability to analyze and solve difficult problems related to
subject matter.
Excellent An excellent performance with strong evidence of:
- a comprehensive grasp of subject matter;
- an ability to make sound critical evaluation of information;
- an excellent capacity for original, creative and/or logical thinking;
- an excellent ability to organize, to analyze, to synthesize, to integrate
- an excellent ability to analyze and solve difficult problems related to
subject matter.
Very Good A very good performance with strong evidence of:
- a comprehensive grasp of subject matter;
- an ability to make sound critical evaluation of information;
- a very good capacity for original, creative and/or logical thinking;
- a very good ability to organize, to analyze, to synthesize, to integrate
- a very good ability to analyze and solve difficult problems related to
subject matter.
Satisfactory to Good A satisfactory to good performance with evidence of:
- a substantial knowledge of subject matter;
- a satisfactory to good understanding of the relevant issues and
satisfactory to good familiarity with the relevant literature and technology;
- a satisfactory to good capacity for logical thinking;
- some capacity for original and creative thinking
- a satisfactory to good ability to organize, to analyze, and to examine the
subject matter in a critical and constructive manner;
- a satisfactory to good ability to analyze and solve moderately difficult
problems related to the subject matter.
Experiencing Difficulties A generally unacceptable performance or a generally weak performance,
but with some evidence of:
- a basic grasp of the subject matter;
- some understanding of the basic issues;
- some familiarity with the relevant literature & techniques;
- some ability to develop solutions to moderately difficult problems related
to the subject matter.
- some ability to examine the material in a critical & analytical manner.


To determine a students field site final assessment grade (out of 30), the field supervisors
assessment in each of the seven domains of Public Health will be converted to a percentage using
the following metric:

Field Supervisor's Assessment
Score
Experiencing Difficulties 40%
Satisfactory to Good 70%
Very Good 78%
Excellent 88%
Exceptional 100%

Then, these seven percentages will be averaged and a students mark (out of 30) will be this average
multiplied by 30.


1. Public Health Sciences Domain

Students Self Assessment

Experiencing Difficulties
Satisfactory to Good
Very good
Excellent
Exceptional

Field Supervisor(s)s Assessment
Very good
Excellent
Exceptional

Examples of Practicum Activities in this Core Competency Domain:



2. Assessment and Analysis Domain


Very good
Excellent
Exceptional

Very good
Excellent
Exceptional




3. Policy and Program Planning, Implementation and Evaluation Domain


Very good
Excellent
Exceptional

Very good
Excellent
Exceptional




4. Partnerships, Collaboration and Advocacy Domain


Very good
Excellent
Exceptional
Very good
Excellent
Exceptional




5. Diversity and Inclusiveness Domain


Very good
Excellent
Exceptional

Very good
Excellent
Exceptional




6. Communication Domain


Very good
Excellent
Exceptional

Very good
Excellent
Exceptional




7. Leadership Domain


Very good
Excellent
Exceptional

Very good
Excellent
Exceptional




Additional Comments from Field Supervisor:

Areas of Strength:

Suggestions for improvement in students preparation prior to arrival at the practicum setting:

Areas for further development during remaining time in the MPH program:


Part 3: Final Recommendation of Field Supervisor

Based on your assessment of the students performance against the learning
contract and discussion around competence, please make your recommendation.

Recommend Credit for practicum should be awarded

Recommend Credit for practicum should not be awarded

We have met for the final evaluation meeting and agree that the completed
forms represent a fair summary of our discussions.

Students Signature / Date

Primary Field Supervisor(s) Signature(s):

Signature/Date Signature/Date Signature/Date

Academic Advisors Signature / Date

Received and reviewed by:

Practicum Coordinators Signature / Date


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