Innovative Models of Community Practice for CEPH-Accredited Schools of Public Health

Background: Practicum experiences in professional degree programs engages graduate students in real scenarios activities aligned for career development. This teaching strategy should provide them with the knowledge, skills and attitudes required to perform their roles in the public health system. Objective: The objective of this educational project is to share three different practice models: (1) the internship model, (2) the community health analysis model, and (3) the service-learning model. Methods: The faculty were contacted via e-mail and/or phone to obtain course syllabi, manuals and evaluation forms. A list of agencies and preceptors that participated in the practice were requested. The documents were divided by each practice model. Once the documents were grouped, we began a deeper examination, trying to describe the more subtle intricacies of each model. Results: The professional degree programs under the internship model include a defined period of formal, supervised external placement experience. Academic degree programs under the community health analysis model require a community-based research project. The service-learning model address a structured community service learning experience that strengthens community diagnosis, planning, implementation, and assessment. Conclusions: The UPR GSPH shares three innovative practice models tailored to each curricular offering featuring PH core and specific sub specialty competencies. These practicum models have resulted in strong collaborative projects with the communities that permit the enhancement of academic outcomes through field experiences, and promote interdisciplinary, multidisciplinary teamwork, leadership, ethics, professionalism and critical thinking.  All models allowed learning outcomes that includes acquired knowledge; skills and understanding society needs and demand for public health leaders in the 21st century.