Health services research doctoral core competencies

This manuscript presents an initial description of doctoral level core competencies for health services research (HSR). The competencies were developed by a review of the literature, text analysis of institutional accreditation self-studies submitted to the Council on Education for Public Health, and a consensus conference of HSR educators from US educational institutions. The competencies are described in broad terms which reflect the unique expertise, interests, and preferred learning methods of academic HSR programs. This initial set of core competencies is published to generate further dialogue within and outside of the US about the most important learning objectives and methods for HSR training and to clarify the unique skills of HSR training program graduates

Measuring Infusion of Service-Learning on Student Program Development and Implementation Competencies

This study piloted a service-learning assessment suite to measure students’ perceived self-efficacy on program development and implementation competencies (Service-Learning Self-Efficacy on Program Development and Implementation [SLSEPDI]), Service-Learning Belief Inventory (SLBI), and an Overall Service-Learning Self-Efficacy on Program Development and Implementation (OVSL-SEPDI) scales. MPH students in a required course participated in the study during 2011-2015 (N = 87). Baseline survey was used to assess the reliabilities of the 12-item SLSEPDI and the nine-item SLBI scales, and posttest survey assessed the 10-item OVSL-SEPDI scale. Confirmatory factor analysis showed good model fit index and all items loaded significantly on both the SL-SEPDI (χ2/df = 1.34; root mean square error of approximation [RMSEA] =.067; Tucker–Lewis index [TLI] =.92; comparative fit index [CFI] =.94; incremental fit index [IFI] =.94; goodness-of fit index [GFI] =.86) and SLBI (χ2/df = 1.28; RMSEA =.061; TLI =.97; CFI =.98; IFI =.98; GFI =.91) scales. Data also showed satisfactory reliability scores, with Cronbach’s alphas of.87,.88, and.91 for the SL-SEPDI, SLBI, and OVSL-SEPDI scales. This study provides data supporting the validities and reliabilities of this service-learning measurement suite, and has implications to assess student selfefficacy outcomes