Trans4m-PH Project
TRANSFORMATIVE COMPETENCY-BASED PUBLIC HEALTH EDUCATION FOR PROFESSIONAL EMPLOYABILITY IN BANGLADESH’S HEALTH SECTOR
The "Transformative Competency-Based Public Health Education for Professional Employability in Bangladesh's Health Sector (Trans4m-PH)" project is a 3-year (2019-22) Erasmus+ project funded by the European Commission. The aim of the project is to design and offer indigenous competency based public health curricula which sustain professional employability in Bangladesh’s health sector.
The objective of the project is to upgrade priority public health courses to Competency-Based Public Health Curricula in 3 Bangladeshi Public Health Higher Education providers: BRAC James P Grant School of Public Health, BRAC University (BRAC JPGSPH); Asian University for Women (AUW); and Independent University, Bangladesh (ICCCAD-IUB). The Project’s European capacity-building technical partners are Maastricht University (UM), Netherlands and Institute of Development Studies (IDS), University of Sussex, United Kingdom. BRAC James P Grant School of Public Health, BRAC University is the Lead Coordinator in the project.
BRAC JPGSPH, ICCCAD-IUB and AUW identified systemic challenges to their Public Health Curricula in the interrelated areas of course structure and faculties with less or no orientation with competency based teaching methodologies. In encountering faculty-centered, didactic lecture, rote-learning classrooms, students graduate without the competency based skills required in their professional lives. The partners recognize the economic imperative for Higher Education transformation to develop successive generations of professionals to positively impact the public health sector. Partners will ultimately invigorate their respective mandates of educational excellence, while averting the impending quality crisis across the Higher Education sector.
This model must be systemically redesigned around the student learner’s competency development by introducing the following four interdependent components in their academic learning endeavour:
1. Public Health Competency-based Curriculum
2. Public Health Learning Methodologies
3. Faculty Facilitator Development
4. Faculty Professional Skills Training
BRAC JPGSPH will redesign the curricula of three modules from their Master of Public Health (MPH) Programme to make it student centric and competency based and the faculty will receive training for teaching these modules.
Year 1 (2019)
ANTHROPOLOGICAL APPROACHES TO PUBLIC HEALTH (MPH
512)
Team Members: AKM Mazharul Islam (Adjunct
Professor), Farhana Alam (Course Coordinator) and Ishrat Jahan
(Teaching Fellow)
Description of Module:
The ‘Anthropological Approaches to Public Health’ is a week long
course scheduled as the 2nd course of the yearlong master’s
programme. The objective is to orient students to the diversity of
lived
experiences and provide an overall understanding of the ground
realities of communities which they will be serving as future public
health professionals. Through this course, students critically
explore how
elementary cultural, political and socio-economic aspects within the
contemporary developing world shape health determinants. The course
takes on a solution centric approach whereby the sessions are
designed
around working with communities and the development of innovative
small scale solutions, which engage students in learning by doing.
We believe it is imperative to develop skills that allow public
health
professionals to understand the importance of and assess how health
determinants/needs encompass factors beyond the biomedical. This is
critical to inform and shape design, implementation and impact of
sustainable health services and systems in an ever-changing world.
Year 2 (2020)
GENDER, SEXUAL AND REPRODUCTIVE HEALTH AND RIGHTS (MPH
660)
Team Members: Nadia Farnaz and Wafa Alam
(Teaching Fellow)
Description of Module:
This module will allow students to acquire a broad perspective on
sexual and reproductive health and rights (SRHR) life cycle of
adolescents girls and women; and acquire a layered understanding of
the larger
factors that shape their lives, their sexual and reproductive
health, emotional and mental well-being. The course emphasizes
experiential learning with facilitated discussions on SRHR, and how
personal
determinants of health impact as much as gender, social and
structural factors, affecting one’s expectations, choices,
constraints and decisions. The module will also discuss the SRHR
needs and experiences of
men, marginalised communities, including invisible sexualities (eg
sex workers, transgender individuals) and the challenges they face
from families, communities and in programmes. The students will
initially
visit the urban low-income community to understand specific SRHR
issues faced by adolescent girls, young women and pregnant
women/mothers from the lens of the community, followed by
interactive and
participatory classroom activities such as facilitated discussions,
case study, gallery walk, role plays, presentation and feedback
session etc. where learners will have an in-depth understanding of
the SRHR
concepts. Finally, through a synthesis session the students will try
to compile and relate their learnings from the community and
classroom. The second part of the course requires students to
undertake an
experiential field-based project on developing solutions to address
Respectful Maternity Care (RMC) in two government Upazila Health
Complex (UHC)s in rural Bangladesh. The immersive field work in this
module
helps students identify and analyze a public health problem, and
gets students thinking about simple and feasible community centric
solutions addressing the various aspects of health.
Year 3 (2021)
INTRODUCTION TO PUBLIC HEALTH: ITS PURPOSE, VALUES AND
PRACTICE (MPH 501)
Team Members: Proloy Barua, Ashrafuzzaman Khan,
Adeepto Intisar Ahmed, Kazi Faria Islam and Nibedita
Sarkar
Description of Module:
This course introduces the vision, values and community-centred
ethos of 21st century developing country public health needs, and
are introduced to a holistic model of health, with personal health
as a
critical dimension of public health and its complementarity with
social dimensions of health. There is intensive urban and rural
public health context learning and groups of students work to find
solutions to
public health problems.
The module is currently being redesigned and the faculty are receiving training. The details will be updated soon.