James Wolff Monita Baba-Djara March 26, 2010

 Course goal: ◦ To prepare students to work in maternal and child health in a developing country setting  24 MPH students  Fifteen 2½h sessions  Student centered  Practice based

 Five sessions ◦ Developed and conducted by students ◦ Interactive ◦ Simulate situations and activities from MCH practice in developing countries

 Integrated course design ◦ Form close alignment with goals and activities  Rigorous and broad ◦ Ability to probe knowledge in all dimensions of significant learning  Based in practice ◦ Simulated a professional experience

 Excellent alignment with course goals and teaching and learning activities Plus  Rigorous Oral Assessment  Practice Based- building work place skills ◦ Job search preparation ◦ Interviewing skills

Goal Develop skills to work effectively in MCH in developing countries Assessment Job Interview for an MCH position Teaching/ Learning Activities Technical workshops that simulate the type of work done by MCH professionals

 Requires extensive preparation  Probes in depth  Assesses all six dimensions of significant learning

 Learn about the organization offering the job  Read and understand the job description  Identify key aspects of the job and prepare for questions in these areas  Prepare cover letter and CV  Discuss class and other experience in light of the responsibilities in the job description

 Modeled candidate selection procedures used by an international public health consulting company ◦ Adapted a real job description for MCH position based on material covered in technical workshops  Adapted a candidate evaluation form and developed an interview guide ◦ Created range of responses based on job description and course content

 Job Announcement  The Job Interview  Candidate assessment form for feedback  Discussion and hiring recommendations for each candidate

 Written assessment  Final reflections  strengths that you brought to this job interview  suggestions on how you can improve your performance in a job interview in the future.  Critical incident questionnaire

Learning How to Learn Foundational Knowledge Caring Application Integration Human Dimension

FOUNDATIONAL KNOWLEDGE Able to show depth of knowledge Demonstrate ability to frame ideas and concepts Mastery of facts Ability to frame concepts

APPLICATION Opportunity to Illustrate ideas and concepts from their own experience and experience in class Critical Thinking Problem Solving

INTEGRATION Demonstrate the extent that simulated experience in workshops is integrated with other skills and concepts Making Connections between people, concepts and ideas

Human Dimension Opportunity to discuss team experience Demonstrate understanding of issues that arise working in teams Leadership Multi-cultural education Working as a member of a team Embodying environmental ethics

Caring Able to communicate interest, commitment and passion for MCH Become excited about MCH Desire to be an effective MCH professional

LEARNING HOW TO LEARN Able to talk about learning Reflect on the learning experience as a professional skill How to inquire and construct knowledge How to be an effective learner How to pursue self-directed learning

 “not only made me review all of the course content, but because I was preparing for an interview, I really thought about how what we learned could be applied in the real world…”

 “The interview demanded that we draw connections…It provided me the opportunity to discuss what I have not only learned in this course, but during the course of my education…”

 “I was surprised about how much I actually knew. I enjoyed talking about what I had learned and was pleasantly surprised when the answers or my opinions came out of my mouth so easily. I really felt as if I had learned concrete things in the past weeks”

 Aligns goals, activities and assessment for strong integrated course design  Allows rigorous assessment of six dimensions of significant learning  Builds practice based skills