Syllabus

HBHE 663 Course Syllabus

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Credit Hours: 3

Hours: Tuesdays and Thursdays 10:00AM – 11:30AM
Location: 4318 SPH II


Instructor: John Piette, PhD
Phone: Please call my administrative assistant, Janice Shank: 734-647-6155
Email: piette.bi@gmail.com 
Office hours: Available by appointment

 

Course description:

The overall goal of this course is to give students the skills and experience they need to participate in decision-making about adding/continuing behavioral services as part of a community-based organization and to be able to make those decisions based on evidence for what does and does not work for promoting behavior change. The course has two aims: First, it gives students an understanding of how brief interventions are used to impact health behaviors in a range of important areas, including the promotion of dietary changes, addressing substance abuse, and helping people quit smoking. Through that process, students learn about the challenges to behavior change as well as the major behavioral approaches (e.g., cognitive behavioral therapy and collaborative goal setting) used in helping patients set behavioral goals and attain them. Second, students gain skills in finding, interpreting, and applying scientific evidence in public health program development and decision-making.  We discuss where evidence can be found and critique specific randomized trials, systematic reviews and meta-analyses. Students learn how to identify the key information in each type of report, as well as their methodologic limitations. We also review and discuss guidelines for delivering brief interventions from national and internationally recognized experts such as the US Preventive Services Task Force and apply those recommendations in the context of real world service delivery. The course uses a mix of lectures, group projects, and individual projects. Students play an active role in finding evidence, critiquing studies, and thinking through its strength and weakness in the context of behavioral service delivery.

 

Course objectives:

By the end of this course, students should:

  • know what brief behavioral interventions are and how they are delivered to address behavioral challenges
  • know where to look for evidence supporting the effectiveness of brief interventions
  • be able to review, interpret, and apply evidence from randomized trials, systematic reviews, and guidelines
  • understand what types of brief interventions have the strongest evidence and for whom they work

 

The following HBHE competency and sub-competencies will be a primary focus of the course:

  1. Describe and apply relevant theories, concepts, and models from social and behavior science that are used in public health research and practice to both understand and affect health status, health behavior, social change, and policy.

a) Identify theories, concepts and models from a range of social and behavior science disciplines that are used in public health research and practice involving multiple levels of change (e.g., individual, family, organization, community, and society).

b) Describe overlap between current models and frameworks, and their limitations

c) Describe how theory is useful in understanding why individuals do or do not engage in health behaviors.

f) Understand the merits of using theory to inform interventions and their evaluation in public health.

g) Describe some of the benefits and challenges of using social and behavioral theories and models to inform programs and policies involving multiple levels of change (e.g. individual, family, organization, community).

h)Describe key adaptations and challenges in applying theories and frameworks to conduct public health research and practice across cultures and in resource poor settings.

 

  1. Apply basic principles of research and evaluation methodology relevant to understanding and modifying health status and health behavior from a social ecological perspective (e.g. individual, family, community, and society) within and across settings and countries with varying levels of economic resources.

a) Apply quantitative research methods (e.g. behavioral surveys and biometrics) to understand health status and design and evaluate public health programs, including appropriate data collection and analysis techniques.

d) Describe the basic principles of study design including interpretation of alternative hypotheses and threats to internal and external validity.

e) Be able to critique and synthesize scientific evidence, including evidence review.

f) Translate research findings into public health practice, including identifying and disseminating evidence-based interventions and apply policy change.

g) Be able to make an effective scientific presentation and describe the key elements of writing a scientific manuscript.

 

  1. Plan, implement, and manage health education and health promotion programs across diverse settings and populations from a social-ecological perspective within and across settings and countries with varying levels of economic resources.

a) Identify, explain, and apply the appropriate intervention strategy (e.g. policy advocacy, mass media, community organizing, social marketing, one-on-one counseling) to specific health problems and conditions.

c) Apply evidence-based approaches to the development and evaluation of public health programs.

d) Understand roles and expertise relevant to public health practice, including health educators and community members.

f) Understand the basic principles of effective personnel management, organizational behavior, and group process.

 

  1. Describe and apply the knowledge and skills necessary to interact with diverse individuals and communities within and across settings and countries with varying levels of economic resources.

a) Explain how professional practices relate to equity and accountability among diverse individuals and community settings.

d) Design, implement, and evaluate culturally appropriate interventions for diverse individuals and communities.

 

Readings:

All readings will be available on the course’s Canvas site. No books or coursepacks are required for purchase.

 

E-mail etiquette: 

Dr. Piette will respond to e-mails within one business day if at all possible. To make sure your messages don’t get lost, please email me at piette.bi@gmail.com rather than my usual umich account. In the spirit of the course, please limit emails to “brief” questions! You are encouraged to set up an appointment for lengthy questions, concerns, and conversations. It is an excellent way to go deeper with the course material.

 

Grading: 

Further description of each assignment can be found in the “assignments” section of the Canvas site. Students will be evaluated in the following areas:

 

1) General participation (15%)

Students will be expected to attend class regularly, complete assigned readings, and actively participate in class discussions.

 

2) Forum contributions (10%)

Students are expected to engage in consideration of course topics through contributions to the Forums section of the course website. Specific questions for thoughtful discussion are posted in the syllabus for some of the sessions, and students should participate in those discussions by giving their own opinions and providing respectful, thoughtful responses to postings from others.

 

3) Pay it forward (20%)

On two occasions during the semester, students should identify one of the required readings and an alternative reading that they have found online that addresses the same teaching point but does it better.

 

4) Group presentation (25%)

Students will select topics to be addressed in one of the Group Presentations. On their assigned class day, the group will be responsible for an hour-long session in which they 1) provide a formal presentation on their topic, offering background details and highlighting the issues involved in the case; and 2) facilitate a class discussion of the issues raised by their topic.  Student groups are encouraged to meet with the instructor for suggestions regarding strategies for the presentation and additional readings on their topic.

 

5) Final project (30%)

At semester’s end, students will submit a critique with recommendations for one of the suggested topics not covered in class, for which brief interventions could be used. The final paper will be approximately 10-12 pages in length, not including references.

 

Grading policies:

Final course grades will be determined as follows:

A+       100 – 97

A          96.9 – 93

A-         92.9 – 90

B+        89.9 – 87

B          86.9 – 83

B-         82.9 – 80

C+        79.9 – 77

C          76.9 – 73

C-         72.9 – 70

D          69.9 – 60

F          59.9 or below

 

Re-grades and grade inquiries:

If you wish to question a grade, please adhere to these procedures:

  1. Please wait 48 hours after receiving a grade before you contact me with a grade appeal.
  2. Contact me by email using the course email account. In that message clearly and briefly state why you think your grade was not appropriate.
  3. I will review your assignment again as soon as possible. Your new grade will be your final grade and it may be higher or lower than the original grade, so use your best judgment when inquiring about a grade.
  4. I will let you know either by email or an in-person meeting about what I’ve determined and why I’ve made that decision.

 

Policy on use of electronic devices:

Use of cell phones during class is prohibited. Laptop computers and tablets may be used for course-related purposes (e.g., note taking, accessing course website and readings), but their use may be restricted to avoid potential distractions (e.g., personal messaging, web surfing) and to promote student engagement in class discussion.

 

Academic Conduct:

The faculty and staff of the School of Public Health believe that the conduct of a student registered or taking courses in the School should be consistent with that of a professional person. Courtesy, honesty, and respect should be shown by students toward faculty members, guest lecturers, administrative support staff, community partners, and fellow students. Similarly, students should expect faculty to treat them fairly, showing respect for their ideas and opinions and striving to help them achieve maximum benefits from their experience in the School.

Student academic misconduct refers to behavior that may include plagiarism, cheating, fabrication, falsification of records or official documents, intentional misuse of equipment or materials (including library materials), and aiding and abetting the perpetration of such acts. Please visit https://sph.umich.edu/student-resources/mph-mhsa.html#conduct Links to an external site. and select the first blue bar labeled, “Policy on Student Academic Conduct Standards and Procedures Handling Alleged Violations” for the full SPH Code of Academic Conduct and further definition of these terms.

 

Student Well-being:

SPH faculty and staff believe it is important to support the physical and emotional well-being of our students. If you have a physical or mental health issue that is affecting your performance or participation in any course, and/or if you need help connecting with University services, please contact the instructor or the Office of Academic Affairs.

 

Student Accommodations:

Students should speak with their instructors before or during the first week of classes regarding any special needs. Students can also visit the Office of Academic Affairs for assistance in coordinating communications around accommodations.

Students seeking academic accommodations should register with Services for Students with Disabilities (SSD). SSD arranges reasonable and appropriate academic accommodations for students with disabilities. Please visit https://ssd.umich.edu/topic/our-services for more information on student accommodations.

Students who expect to miss classes, examinations, or other assignments as a consequence of their religious observance will be provided with a reasonable alternative opportunity to complete such academic responsibilities. It is the obligation of students to provide faculty with reasonable notice of the dates of religious holidays on which they will be absent. Please visit http://www.provost.umich.edu/calendar/religious_holidays.html#conflicts Links to an external site. for the complete University policy.

 

Helpful Resources: