CULMINATING EXPERIENCE

All graduate professional degree programs, both professional public health and other professional degree programs, identified in the instructional matrix shall assure that each student demonstrates skills and integration of knowledge through a culminating

experience. 


Interpretation. A culminating experience is one that requires a student to synthesize and

integrate knowledge acquired in coursework and other learning experiences and to apply theory and principles in a situation that approximates some aspect of professional practice. It must be used as a means by which faculty judge whether the student has mastered the body of knowledge and can demonstrate proficiency in the required competencies. Many different models are possible, including written or oral comprehensive examinations, applied practice projects, a major written paper such as a thesis or an applied research project, development of case studies, capstone seminars and others. Each graduate professional public health and other professional degree program, whether at the master’s or doctoral level, must require a culminating experience. 
In those instances w hen the practice experience is closely linked w ith the culm inating

experience, it is essential that these assignments be planned and implemented to assure that the student applies skills from across the curriculum and demonstrates synthesis and integration of knowledge. A major project or analytical paper would, in most cases, be a component of the culminating experience. The evaluation of the practice experience takes on special significance when it is linked to the culminating experience.


 Required Documentation

2.5.A. Identification of the culminating experience required for each professional public health and other professional degree program. If this is common across the school’s professional degree programs, it need be described only once. If it varies by degree or program area, sufficient information must be provided to assess compliance by each.

The primary culminating experience for GSPH students is the essay, thesis, or dissertation. This provides an opportunity for addressing a research or practice problem by integrating curriculum- acquired skills with other student experiences. It is used for assessing the most important cross- cutting competencies (e.g. ability to synthesize and apply knowledge, communication skills, cultural competence). A multidisciplinary perspective is assured by including faculty from at least two different departments as essay/thesis committee members; often three or more departments are represented. Student satisfaction with essay/thesis advising is high. However, it 74 |

is difficult for any written product to fully capture what is needed in a culminating experience for a professional degree student, particularly with regard to applying principles in a situation that realistically reflects professional practice. Thus, professional degree programs (public health, MHA, genetic counseling) have additional components we consider part of the culminating experience, as described below.

• MPH – In addition to the MPH thesis or essay, the two-credit capstone course taken by all MPH students is a critical part of the culminating experience. It considers problems in a number of practice areas and requires integration of knowledge from across the curriculum. It culminates in a group project proposing an intervention to mitigate a public health problem. A third component of the culminating experience is the practicum and associated self-reflection forms completed at its conclusion; these are an important locus for application of academic learning to practice.

• DrPH – For DrPH students, both the doctoral dissertation and the extensive practice experience are essential elements of the culminating experience.

• MHA –The culminating MHA experience consists of three components: the student’s written report and final evaluation of the Management Residency; satisfactory completion of HPM 2150: Strategic Management of Health Services Organizations and Health Policy (Spring Term, Year 2); and the completion, submission, and oral presentation of the master’s essay, typically a management analysis, program evaluation, or case study based on the student’s experience in the Management Residency or other health care organization.

• MS Genetic Counseling – Genetic counseling students complete a master’s thesis, which can be on a research or practice-related topic. In addition, they complete a 10-month period of clinical rotations in Pittsburgh-area hospitals. Students document their clinical cases in a logbook format, which includes a brief reflection on each case; entries are reviewed and evaluated by the clinical supervisor. During the second year of training, students are required to complete comprehensive written and oral examinations. The written exam consists of 100 multiple choice questions covering basic genetic counseling and human genetics knowledge. The oral examination covers areas of clinical knowledge, counseling skills, basic knowledge, problem solving skills, and professional behaviors relevant to genetic counseling. Each student also gets an hour to evaluate and work up a clinical case before meeting with a four- to five-member examination team consisting of the Program Director and three to four clinical supervisors for the oral exam. Thirty minutes are devoted to case presentation by the student, with questions from the examination team; fifteen minutes is designated for a session during which the student enacts the role of genetic counselor and an examiner plays the part of a patient (in some cases, two examiners will enact the roles of a couple or family dyad). The remaining time is used to evaluate the student’s performance.

2.5.B. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses, and plans relating to this criterion.

Strengths | All professional degree students complete an integrative essay or thesis, which is mentored by two or more faculty from different departments. Essay and thesis expectations are high and are well-monitored. Student satisfaction with essay/thesis advising and overall

experience is high, as shown in table X. Commented [E32]: Add link to strategic plan tables. 75 |

Weaknesses | It is challenging to ensure that a single written paper is (1) fully integrative and (2) truly relevant to professional practice. Thus, our use of the supplementary elements of the culminating experience, as described in 2.5A, is essential.

Plans | We currently have no plans for major changes to this system; individual programs have been building stronger essay/thesis support practices into their curricula over the past few years. For example, in the Department of Health Policy and Management, there is now a credit course that leads students through the essay preparation process. In the genetic counseling program, meanwhile, a summer seminar has been added to give students new opportunities to meet and discuss their thesis progress.