First published on May 14, 2015 in observance of the COPH’s 30^th anniversary celebration.

Long before the deluge of online learning became a given of modern education replete with a glut of overnight “universities,” USF’s College of Public Health launched a distance-learning presence that was formidable before online classes even existed.

From 1990-93, 45 state health department employees in Tallahassee earned master of public health degrees from USF via the old-fashioned method of distance learning.  Every Tuesday, a COPH professor would journey to Tallahassee to teach a three-hour course that evening, said Dr. Charles Mahan, at that time state health officer, and later COPH dean.

Dr. Charles Mahan

“We gave them Tuesday afternoon off, and they gave up their evening,” Mahan explained.  “One professor would come up for a month and do the whole core segment of epidemiology and biostatistics, and then somebody else would come up and do the whole core of community and family health.

“When people in practice throughout the state at the health departments saw what we were doing up there, they came to the college and said, ‘Please, do that for our staff.’  That’s when we began the distance-learning program.”

Technology offered a more efficient means by 1994, when COPH began beaming public health courses via satellite to 33 host sites at state and local health departments across Florida.

Answering a mandate

“USF College of Public Health had a very good partnership with the Florida Department of Health,” recalled Sandhya Srinivasan, COPH director of educational technology and assessment, “and through this partnership, we were able to deliver public health education while utilizing health department meeting space and satellite equipment that was already part of the Florida Department of Health satellite network.  We were able to piggyback on that and beam our classes to busy health professionals.”

Sandhya Srinivasan, MPH, MEd

WUSF-TV had an uplink facility, Srinivasan explained, which enabled COPH to buy satellite time at the discounted educational rate.  The telecasts were cabled to the uplink facility in Clearwater, then beamed to the satellite from there.

As part of the founding of the college a decade earlier, USF and COPH had a legislative mandate to train public health employees statewide, Srinivasan said.  A needs assessment at the time signaled the need when it found that very few public health workers had had any formal public health training.

“They had come to public health through medicine or nursing or sociology, but they were not trained in public health,” she said, “and so the college had a huge challenge in front of it.”

Two evening courses were initiated to meet that challenge, she said.  Each met once a week for three hours, and each had an on-site technical point person should the satellite or any link in the technology fail.  Technical and material needs were communicated via phone or fax in those days before the advent of personal computers and e-mail.

Given those limitations, early growth was slow, but within a few years, the need for more courses and faster, easier means of delivery coincided well with the PC age.  In 2001, Srinivasan said, technical advances and growing interest in the program sparked its rapid expansion.

“We started incrementally,” she said, “moving our classes from satellite to a blended online-and-satellite format.”

The Department of Education weighed in with a $3-million grant for instruction in technology.  That IIT grant, as it was known (standing for Innovations in Technology and Training), enabled the college to hire instructional designers who brought in multi-media components that completed the transition from satellite-online hybrid to a fully online operation.

From online courses to online degrees

With all classes delivered entirely via Internet, geographic limitations were gone.  Anyone, anywhere could take courses on the World Wide Web, and host sites were things of the past.  It wouldn’t be long before the state’s first public health college conferred the state’s first fully online public health degrees.

According to figures supplied by David Hogeboom, statistical data analyst for COPH, the online degree program has conferred 383 MPH degrees in various concentrations since spring 2001.  The total represents more than one-fifth of all MPH degrees and more than one-eighth of all degrees awarded by COPH in that timeframe.  Srinivasan said nine students graduating on Dec. 13, 1998, from the Public Health Practice program were the first to earn their degrees via satellite.

COPH distance learning’s first nine MPH graduates made headlines in 1998.

“Today, in addition to public health practice, we have five other master’s concentrations online and 11 online graduate certificates,” Srinivasan said.

Unlike other classrooms, the virtual variety requires technical design specifically geared to disseminating educational materials.  Accordingly, full-time instructional designers are a big part of the picture at COPH online.

“Our office consists of six full-time instructional designers and a graphics designer,” Srinivasan said.  “The designers are assigned to particular courses and work hand-in-hand with faculty in preparing course materials and assessments.  They are able to parse down a lesson to bare essentials and match the right technology that can deliver that content efficiently to the students.”

Today’s COPH online learning team.  Back row, from left: Thomas Reilly, James Taylor, Andres Abril, Carlos Montoya, Samantha Lopez.  Front row, from left: Ana Vizcaino, Jung Lim, Sandhya Srinivasan, Trudian Trail-Constant.

Srinivasan said one of the concerns the designers address is interaction.

“It is less than ideal to listen to a talking head for three hours, so we use different types of interactive technologies that enable and even encourage student interaction,” she said.

Much of that interaction involves typed responses, she said, but even that is rapidly changing.

“As part of Canvas, the learning management system at USF, we now have access to an interactive virtual tool called Blackboard Collaborate.  Students and instructor log in at a given time and date, and the tools within that virtual classroom allow for interaction.  Students and faculty are able to interact via audio, video and whiteboard tools to do everything they could do in a traditional classroom.”

Alison Oberne, MA, MPH, CPH, an instructor in the USF College of Public Health, narrates a lecture for an undergraduate public health course using the recording space in COPH used for recording content for the lectures and modules of most of the college’s online degree programs.

It doesn’t take an instructional designer to appreciate the brightness of COPH’s online future.

When the college launched its online master’s program, Mahan said, deans at other colleges of public health told him it would never work.  In fact, he said, deans from the older schools of public health at revered institutions like Harvard and Johns Hopkins flat-out swore they would never do it.

“Now, of course, they all do it,” he said.  “Absolutely, we were the first to do it.  We were a couple of years ahead of everybody else in offering the full MPH by distance.”

“The tools from the beginning to now have undergone tremendous change,” Srinivasan said.  “We are committed to remaining on the cutting edge, so the future of our program will be wherever virtual classroom technology will allow us to go.”

Story by David Brothers, College of Public Health.

The post College of Public Health a pioneer of online learning appeared first on College of Public Health News.

First published on April 6, 2015 in observance of the COPH’s 30^th anniversary celebration.

Dr. Karen Liller has been a child and adolescent injury prevention researcher for a quarter of a century.  A professor in the USF College of Public Health’s Department of Community and Family Health and a member of the Florida Injury Prevention Advisory Group, she worked with a Tampa General program called More Health in the mid-1990s to help evaluate its health education programs.  One of those programs promoted bicycle helmets for children.

Dr. Karen Liller

“I evaluated their program, and I started observational studies of children’s bicycle helmet use in Hillsborough County,” Liller said.  “I was monitoring this because, as part of the Injury Group, I knew this bill had been denied two times before.  We were all part of the advocacy efforts with Tallahassee between the state of Florida program, More Health and the college to get this passed.”

A natural proponent of requiring kids to wear helmets when they rode their bikes, Liller had her interest piqued.  From casual observation alone, she surmised that few were.  Determined to put scientifically collected numbers to the problem, she and a cadre of her graduate students set about the task of collecting data.

From low expectations to high hopes, then action

“I was focused on unintentional injuries in children,” she said.  “Nationally, this was a huge issue.  I had some colleagues at Harborview Injury Prevention Program in the state of  Washington, and they were some of the early leaders nationally in helmet use.  So I naturally got very, very interested and started looking, started conducting observational studies, because I didn’t know:  What is the helmet use rate? “I developed and performed community observations,” she said.  “I would hire my grad assistants, and they would stand on corners doing observational surveys of kids in helmets.  We mapped out the whole county, and I had them on streets everywhere.  We had a whole protocol of where we wanted to be, because we wanted to capture observational surveys in many different places – in community sites, in schools, not near schools, etc., so we had a good idea of what was going on in Hillsborough County.”

As low as Liller’s expectations were, reality turned out to be even worse.

“I can tell you, it was pitifully low,” she said.  “For children under 16, it was about three percent.”

Liller set out on a concentrated campaign to get a helmet law passed.  It already had languished and died in two previous legislative sessions, and she was determined to make the third try count.

“I did many radio spots and TV spots and Good Morning Whomever promoting bicycle helmets as the law was working its way through the legislature,” she recalled.

“I wanted to get ahold of it,” she said, “because I knew this was a national issue, and I knew states were starting to pass laws.  Florida is a tough state to get a law passed for children’s injury prevention.  In fact, we just got the booster seat law done.  We were one of the last states to do that.  I knew it was going to be a battle.  So, I knew I’d better get started early.” Liller learned through focus groups that legislators weren’t the only people she needed to convince.  Some parents didn’t want a law telling them to put helmets on their kids’ heads.  After all, bicycle shops already were selling more helmets.  McDonald’s was giving out helmet discount coupons and safe rider certificates.  Why should there be a legal mandate?

“My answer to them was, ‘Do you have a driver’s license?  Yes?  Well, the government told you to do that.’

“It always surprised me when parents would argue with me on this issue.  The famous one for me was, ‘I rode a bike all the time when I was a kid, and I never got a head injury.’  I’d say, ‘When was that?  Where was that?’  And it would be some idyllic little community in some other state, and I’d say, ‘Try riding a bike in Tampa now, and get back to me on that.  The world has changed.  The roads have changed.  The danger level has changed.”

Clearly, the law’s chief proponent had taken on a daunting task, but being part of the state’s first college of public health had its rewards.  Dr. Charles Mahan, state health director under Gov. Lawton Chiles, was a valuable ally.  COPH was still the only school of public health in Florida, and COPH professors were trekking all the way to Tallahassee to teach weekly classes at the state health department office.  Through the department’s close working relationship with COPH, Mahan already had known Liller and had been supportive of her efforts.

Dr. Charles Mahan

“We knew that Karen was really focused on getting a child helmet law through, and certainly, we were very much in favor of that,” said Mahan, who was COPH dean by the time the measure was in its third incarnation.  Mahan had known Chiles since well before the latter began his two terms as governor.

When Mahan was a medical student at the University of Florida, Chiles became interested in his work on infant mortality.  Personal and professional bonds soon followed.

“When he was a senator, I would go around the country and hold hearings with him,” Mahan recalled.  “He would do all the talking, but I would help him figure out what to say, depending on what the issue was.”

Mahan knew the governor well enough to know he was predisposed to children’s health issues.

“Any issue related to children was something that Gov. and Mrs. Chiles were supportive of,” Mahan said.  “Anything that needed his support on children’s issues for safety or survival or whatever, he would tell the staff – me and everyone else – to make sure that it got supported.” With the encouragement of a popular governor, the proposal was gaining momentum.  The awareness raised by the news of the pending legislation helped engender educational outreaches that helped the ball roll faster.

“Betty Castor, who became president of USF, was head of education at the time,” Mahan said, “and the school systems jumped right in with educational efforts.”

Those collective efforts eventually generated the irresistible momentum that carried the measure over the finish line.

“With Charlie’s support and the governor’s, on the third attempt, it was successful,” Liller said.  “And I testified and did a variety of things locally, as well, for the bill.  A colleague of mine also did a cost-effectiveness study, and he also testified with that in Tallahassee.  I think it was a combination of all of these things.  We kept sending the legislators our research findings, and with all the backing, eventually, in 1996, the bill passed.”

A victory not etched in stone

“Bike helmets are an investment we should make to ensure our children’s health and safety,” Chiles declared as he signed the bill onto law.

The measure became effective on Jan. 1, 1997, and for the next 12 months, it was easy for anyone to live with.  A violator would receive a warning and a bicycle safety brochure.  As of Jan. 1, 1998, however, that brochure was delivered with a $17 citation.  It was a light fine as fines go, and even it could be circumvented.

“After the first year, you could get a fine if the child was riding, was under the age of 16 and didn’t have a helmet on,” Liller said, “but you could get around that if you could show evidence of a bicycle helmet.”

That, of course, was only when the law was enforced, which, according to Liller, wasn’t – and still isn’t – very often.

“Police are very reluctant,” she said.  “I talk to them about how many tickets they’ve given, and usually the answer is ‘none,’ at least in Hillsborough County.  They’re very reluctant to stop a child on a bike.”

Nonetheless, she said, by 1998, helmet use had risen exponentially, to 67 percent in Hillsborough County.  So even without much enforcement, the law was accomplishing its purpose.

“I think the law has been great,” Liller said.  “We did an analysis of its efficacy.  We did show that helmet use has gone up, and we showed that injuries have gone down.  And that was great.  That was the intent of the law.  Injury prevention does its best, many times, when there’s a policy change or a legislative change, because it just reaches more people.”

Mahan agreed. “Having it as law is a big awareness raiser,” he said.  “It gets all over the papers and the news again and again.  The legislature is considering this measure.  That’s news.  The legislature passed it today.  That’s news.  The governor signed it into law.  That’s news again.  It went into effect today, so that’s news, too.

“For the majority of parents, who care so much about their kids, just the awareness-raising and then seeing other kids out there with their helmets on helped, but it took time.  As with any legislation, it takes about three years to get a good idea through.  It’s very hard to take a new idea on regulation to the legislature.”

“It was a very exciting time,” Liller said, “because, the first couple of times, I would go to the injury meetings, we’d work on the language of the law, and it just kept getting defeated.  The first year we did it, I think we just put it out there and said, ‘Let’s just see how it goes.’  The second year, we didn’t have the information about the penalty.  I still don’t like the penalty.  I don’t to this day.  But it was a really exciting process, and I’m so glad I was part of it.”

Still, Liller knows that no law is etched in stone.  The state threw a scare into helmet proponents and safety advocates in general when it partially repealed its motorcycle helmet law by limiting the requirement to riders under 21. “We were very afraid that they were going to repeal the bicycle helmet law, too, but so far, so good,” Liller said.  “They haven’t touched that law.  I think that’s because it’s for children.  I think if we would have had that helmet law for all ages, we would have been in trouble.”

“When I was at the state health office,” Mahan said, “the helmet law was a big plus, but at the same time, we lost the motorcycle helmet law, and that’s had tremendous consequences.”

The work continues

“We want it to become a norm,” Liller said of bicycle helmet use.  “We want it to be that, when these children have children, there won’t be any question when you get on a bike.  And we’re starting to see that.”

Mahan concurred.  He said he and his wife live two blocks from an elementary school, and the progress is easily visible.

“A lot of the kids are riding their bikes to school,” he said, “and every one of them has a helmet on.”

Work since the law’s passage has been geared toward bicycle helmet give-away programs.

“If you don’t have a helmet, we can find you one,” Liller said.  “We can find a program – Safe Kids, Tampa General, we can find somewhere to get you a helmet.”

Liller’s work on the law continues to influence safety initiatives.

“Our work has been in world publications about helmet use, about laws, about how it’s done,” she said.  “The Robert Wood Johnson Foundation wants to know about strategies, and it seems that the strategies that were developed in the ’90s – people are still really interested in those.  We were always pleased that our work is often cited as an example, even though many years have passed.”

Liller said she also is gratified to see the lasting validation of her and her colleagues’ methodology.

“It’s interesting that the work that we did is still being used.  If you run a program, you do some observational surveys.  You look at that helmet use on those kids.  You don’t just ask them.  You actually watch them.”

In the intervening years, Liller’s focus has shifted to high school sports injuries, but she remains committed to the legislation she helped to bring about, and she remains engaged with it, most recently as a content reviewer for the Robert Wood Johnson Foundation and the Wisconsin Population Health Institute for strategies they want to propose for child safety seats – and yes, bicycle helmets. Her message for the naysayers remains the same.

“We’re not telling children they can’t ride bikes,” she said.  “We’re not telling children they can’t have fun or anything else we were accused of so often.  Basically, it’s just taking necessary precautions.  There’s been some literature that says we should let kids take more risks.  We don’t want to stop anyone from taking risks or having fun or getting exercise.  We just don’t want a child to die from a perfectly preventable head injury.  We’re smarter now.”

Story by David Brothers, College of Public Health.  Photos courtesy of the National Highway Traffic Safety Association, Helmets On Heads, County Mayo and other sources.

The post COPH helped drive state’s bicycle helmet law appeared first on College of Public Health News.

First published on July 13, 2015 in observance of the COPH’s 30^th anniversary celebration.

Founded in 1997 by a training grant supported by the National Institute for Occupational Safety and Health, the Sunshine Education and Research Center at the USF College of Public Health stemmed from an industrial hygiene training program grant in the late 1980s.

“NIOSH has several charters,” explained Dr. Thomas Bernard, chair and professor in Environmental and Occupational Health and SERC (pronounced SIR-see) program director since 2008.  “One of them is to support and encourage the development of professionals in the field of occupational safety and health.  A mechanism for doing that is through training grants.”

After Bernard’s arrival in 1989, additional training program grants followed in occupational medicine and occupational health nursing.  Then the department began work on an occupational safety program.  Eight years later, the fledgling operation had grown enough to warrant centralization.

“In the mid-’90s,” Bernard said, “we decided that we would combine those training activities with a grant and ask for an education center.  The application required that it have training in at least three programs, and we had four: safety, industrial hygiene, medicine and nursing.  The application was accepted and funded under the leadership of Stuart M. Brooks and Yehia Hammad.”

Being headquartered at a university the size of USF naturally leads any interdisciplinary entity into an expansion cornucopia that Bernard is happy to enumerate, along with the USF colleges involved.

“Because they are multidiscipline programs, part of their value is the interdisciplinary training,” he said.  “We added, about seven years ago, occupational health psychology, so that’s now a funded program in Arts and Sciences.  We’ve expanded the safety program to include a degree out of engineering.  Obviously, we’re involved with the [Morsani] College of Medicine:  The clinical rotations and residency certificates come out of medicine, and then the academic training comes out of public health.

“With nursing,” he said, “we have three options.  One is a straight occupational health nursing degree, a second one is a dual degree in nursing and public health, and then we also have a third degree that’s strictly public health.”

Thomas Bernard, PhD

Another requirement under the grant from NIOSH, which is part of the Centers for Disease Control and Prevention, is a continuing education component,  which also has been added.  Additional expansion has stemmed from outreach activities, student recruitment and a pilot project in research training for doctoral students and junior faculty.

“We support these throughout the region,” Bernard qualified, “so they aren’t only for USF.  We have reached way beyond ourselves in terms of the arrangements that we have, but we engage the professional community more than the community at large.”

He added that the center is “very much engaged” in state and regional professional conferences, as well as in coordination with other ERCs in the state and the region.

“By and large, we have a very good national profile,” he said.  “There are just a couple of us that reach out globally, but those are more individual efforts.  The ERC is designed to serve primarily Florida, and in a larger sense, the Southeast region.  That’s our mission and our charter from NIOSH, not to go beyond that, but I think we have expertise in a number of areas that have national recognition.”

The highly technical nature of some of those areas probably help limit recognition to professional circles, but their significance would be difficult to deny. Respiratory protection from nanoparticles is one of them, but as Bernard pointed out, it’s not exactly a topic on most people’s minds.

“Few people are asking, ‘What happens when you breathe those in?’  Some of them have characteristics that are not unlike asbestos.  Others are easily transported across the air-blood barriers, so they move through the lungs into the blood and get transported elsewhere in the body.  So protecting individuals from nanoparticles is important,” he said.

And the list goes on.

“We have a major presence in the area of heat stress – how to evaluate heat stress, how to manage it, and especially, the effects of protective clothing.  We have fairly good recognition in Europe in the area of ergonomics,” he continued,  “and occupational health psychology clearly is one of our well-recognized programs.”

Workplace stress, safety climate and work-family balance are others, he said.

“And then,” he concluded with a nod that said he’d saved the best for last, “we turn out good students, and we’re recognized through the product of the quality of our students.”

SERC hosts a six-day Summer Institute for Occupational Health and Safety for students interested in exploring graduate studies.

Looking ahead is easy for Bernard, and he likes what he sees for his organization.

“I think that everything we do in public health, and everything we do within the SERC, is prevention – preventing people from being injured or having their health impaired,” he said.  “But I think our opportunity here at USF lies in translating research to practice and also expanding on the fact that a healthy workforce is healthy not only from controlling exposures to hazards in the workplace, but also from encouraging healthy activities outside the workplace.

“So, bringing these work and home lives together is an opportunity for us,” Bernard concluded, “and that’s where I see our future.”

Story by David Brothers, College of Public Health.

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First published on October 20, 2014 in observance of the COPH’s 30^th anniversary celebration.

October is Domestic Violence Awareness Month.

Like many entities directed at the greater public good, the USF College of Public Health’s Harrell Center was the product of a private philanthropist’s gift. James Harrell and his family wanted to do something to help eliminate family violence, and they acted on that desire. The result was a 1997 endowment that set the stage for what has become an international force.

“The intent of the Harrell family was to provide a center that would focus on family violence,” affirmed Dr. Martha Coulter, the center’s founding director, “but they were particularly interested in looking at the prevention of family violence, as well as research that would be directly applicable to prevention and intervention.

“So the mission of the Harrell Center, really, is to be an intermediary between research and practice, to do research that is focused on family violence intervention and prevention across the lifespan.

“The grant was an endowment, so the funding is very limited, because it’s just the interest on the endowment. Now, most of the income is from other grants and contracts,” Coulter said, “but what the Harrell endowment did was provide the base for doing that kind of research.”

Brick sponsored by the Harrell Center in remembrance of James Harrell after his death in 2007.

One of three faculty members at the center full-time, Coulter, whose doctorate is in maternal and child health, teaches three courses: Family and Community Violence, Child Maltreatment, and Child Health, in addition to coordinating the maternal and child health academic concentration at COPH.

“In the very beginning, there was only the grant and the establishment of the center conceptually,” she said. “Over the years, we’ve developed.”

That development recently necessitated alignment into three divisions.

“The specific divisions – the redesigning of the organizational chart – has really been something that I’ve done this year,” Coulter said. “Before that, over the years, we’ve just developed these different projects and all worked together, but it looked like now we were at a place where we really needed to have a little bit more separate organization and to develop some strategic goals and objectives in each of those content areas.”

The result is a children’s services division directed by Dr. Lianne Estefan, an intimate partner violence division directed by Coulter, and an elder mistreatment division directed by Dr. Carla Vandeweerd. Dr. Karen Liller recently joined the center as a regular collaborator focusing her attention on the overlap between child maltreatment and unintentional injury, Coulter said, and “usually about 10” graduate students round out her staff. A community advisory board is among the center’s numerous external extensions.

“The children’s section has been very involved in looking at issues regarding the prevention of violence in the community,” Coulter explained, “and the center has developed a virtual research institute with one of the community agencies, Champions for Children, which is a multi-program unit, so that we can do research that is truly collaborative. We’ve worked very consistently with them over the years.”

Graphic that Harrell Center graduate assistant Natasha Hojati created for the Center’s Facebook page.

Coulter said that much of what her intimate partner violence section does involves the courts, so much so that she has become a regular consultant for the courts and has undertaken the task of evaluating the effectiveness of their intervention programs for batterers. Developing and continually improving guidelines for batterer intervention and responses to the needs of victims have been major off-shoot projects.

Among the section’s more significant research findings is that female batterers are falling through the cracks. While the county’s intervention for male batterers has been “very effective,” Coulter said, it has largely failed to successfully intervene with female batterers, who comprise about 15 percent of all convicted batterers in Hillsborough County.

“The clinical providers of these programs,” she said, “have been saying for a long time that they didn’t think the state-mandated curriculum for men was really the right curriculum to use for women.”

Among many leaders and dignitaries who have visited the Harrell Center over the years was then-Attorney General Janet Reno, who attended an elder abuse conference sponsored by the Center in 2001. The attorney general is pictured above with students Seraphine Pitt (left) and Carol Williams, and below with Dr. Coulter.

The elder mistreatment division concentrates on elders with dementia and the kinds of violence against them, which is, Coulter said, “fairly common, unfortunately, from both spousal caretakers and children taking care of elderly parents. The dynamics of this are very different from other sorts of domestic violence and really have a lot to do with people not understanding how to help people who have dementia.”

Coulter said she considers a new project in the division to be particularly tantalizing and potentially groundbreaking.

Called the Senior Surfers Project, Coulter said it looks at the rapidly expanding but little-known phenomenon of women over 50 seeking relationships online and getting responses from people who wind up physically, emotionally or financially harming them.

All previous research on Internet connections leading to violent encounters has been on adolescents, she said, so Senior Surfers is another project aiming to keep potentially overlooked victims out of the cracks – in this case, the cracks that open at the nexus of society and technology.

Dr. Coulter chats with Judge Dennis Alvarez (left) and James Harrell at a 1997 function.

With so much involvement in the local community, including working closely with the Spring and, until its recent demise thanks to funding shortfalls, the Family Justice Center, the Harrell Center’s global impact might be surprising to some, but global involvement has proven beneficial on numerous fronts.

Dr. Pnina S. Klein, a clinical and developmental psychologist and professor of education at Bar-Ilan University in Israel, recently led a Mediational Intervention for Sensitizing Caregivers workshop on campus to promote cognitive functioning and attachment by improving parent-caregiver interactions with infants and young children.

Attendees included community professionals, physicians and COPH students, faculty and staff.  Dr. Robert Nelson, a joint professor in COPH and the Morsani College of Medicine, sponsored attendance by a visiting group of physicians and clinicians from Ecuador.

“It’s been used all over the world,” Coulter said of MISC. “The outcomes internationally of this program have shown that it’s very effective in strengthening attachment and reducing child maltreatment, so we brought Dr. Klein here from Israel this year to do a training for community people and staff here, as well as faculty and students.”

Dr. Martha Coulter, Harrell Center founding director (right in both photos), in Ecuador in 2007.

Elsewhere on the international front, Coulter is working with the medical school in Panama to begin collecting information and developing guidelines for Panamanian health providers to improve their responses to intimate partner violence. She’s also working in Quito, Ecuador, to develop a program that will provide fundamental intervention services for indigenous populations.

Children in a remote Himalayan village in India read books sent to them by the Harrell Center.

Coulter went to India in 2012 with a group that collected data on maternal/child health and family violence among the 26 indigenous tribes in the Himalayas as a response to one tribal leader’s interest in addressing those issues. Progress has been slow, she said, because the tribes are not formally centralized in any way, and the terrain is difficult and isolating. The center recently collected books to send to children there. A librarian navigates dirt paths on a bicycle to deliver them.

Not surprisingly, Coulter’s five-year vision for the Harrell Center is about more expansion, mostly ideological, and lots of it.

“I would like to expand our depth in looking at female offenders and the way the courts respond to them,” she said.

“We’ve applied for some grants to look with a lot more depth at issues related to fathers. This is an area that has been somewhat neglected and needs a lot of attention. What are the ways that we can help fathers from the very beginning develop the kinds of skills that will be more nurturing and less likely to produce problems?

“As far as the center itself,” she said, “I think the area that we really need to expand the most is our capacity for doing community training and education and technical assistance.”

“I’d also like to see us focus on more primary intervention in a public health direction.   A lot of what we’ve done has been secondary response intervention, but I would like to see us working with primary situations – families, parent-child relationships.”

Coulter said an example of the center’s involvement in this area is its participation in the Hillsborough County Violence Prevention Collaborative, a plan for reducing violence throughout the county.

Community events also make Coulter’s expansion list. Recent ones have included fundraisers with artists and bands, and even a biker run.

“I would like to see us expand these community events, because they have been very helpful. The center doesn’t have much funding,” she said, “and the funding that we get is almost always research funding, so if we want to do things that are outside the research arena, we have to raise the money ourselves.”

Story by David Brothers, College of Public Health. Photos courtesy of Dr. Martha Coulter, Eric Younghans, Dr. Robert Nelson, USF Health and the Harrell Center.

The post Harrell Center a local and international force in violence prevention appeared first on College of Public Health News.

First published on May 8, 2020 in observance of the COPH’s 35^th anniversary celebration.

The Sunshine Education and Research Center (Sunshine ERC) located in the USF College of Public Health is one of 18 National Institute for Occupational Safety and Health (NIOSH) education and research centers across the nation that provides interdisciplinary training of occupational safety and health professionals.

The Sunshine ERC, which was founded in 1997, offers programs collaboratively with the Colleges of Medicine, Nursing, and Arts and Sciences and focuses on evidence-based practice and research, continuing education and outreach.

“Over the years this continuing education program evolved into a vehicle to provide low cost opportunities for professional development,” said Dr. Thomas E. Bernard, USF College of Public Health professor and Sunshine ERC center director. “The scope of the center also increased with pilot project research training and more opportunities for interdisciplinary activities.”

According to Bernard, USF COPH’s Drs. Yehia Hammad, Stuart Brooks and Pete Rentos had a vision for starting a NIOSH-supported education and research center that would be the first new center in a decade.

“As funded, the Sunshine ERC was the umbrella for industrial hygiene, occupational medicine and occupational health nursing with a nascent continuing education program. We then added occupational safety and occupational health psychology (OHP)­­—the first ERC to have an OHP program,” he said.

Bernard and Dr. Candance Burns of the College of Nursing, assumed leadership of the Sunshine ERC in 2008.

According to Bernard, with growing support from NIOSH, the Sunshine ERC affiliated with the University of Puerto Rico (UPR), expanded interdisciplinary activities and enhanced outreach into underserved populations.

“This momentum carried us into the current funding cycle with the addition of UCF to support research training directed at the hospitality industry, Embry-Riddle Aeronautical University for a new vision of occupational safety, and programs with UPR in disaster resilience for workers. Further, we now have a supported online program in health, safety and environment,” Bernard said.

The Sunshine ERC focuses on providing training that reflects the needs of key industries in Florida and emerging issues of the nation.

“Students in the Sunshine ERC receive solid training in their chosen field,” Bernard said. “The real value-added is further experience in interdisciplinary activities to better prepare them for the practice of occupational health, safety and wellness.”

Trainees spend time with peers from across disciplines in public health, nursing, and medicine at USF, psychology at USF and UCF, hospitality at UCF, and aviation at Embry-Riddle, according to Bernard.

“Each trainee is enrolled in a degree program within their institution,” Bernard said. “It is the interdisciplinary experience that takes them beyond their specific discipline.”

For example, Bernard explained, trainees are expected to attend one ERC-wide session that provides information of interest to all.

“This varies a little and includes responsible conduct of research, general principles of occupational health, safety and wellness, and team building exercises,” he said.

Trainees are also encouraged to attend national symposiums and also contribute and participate in research projects sponsored by the ERC and its faculty.

Zach Brandes-Powell, a second year occupational exposure science student in the COPH, said the Sunshine ERC has expanded his experience level as a student. 

“The mentoring and encouragement of the professors and members of the ERC have helped to push me to do things I wouldn’t have thought I was capable of with my current level of experience,” he said.  “For example, through the ERC’s support, I was able to co-present on the benefit of internships for occupational safety and health students and professionals at the American Industrial Hygiene Conference and Exposition (AIHCE). With their encouragement, I also started to offer to tutor students taking industrial hygiene related courses. These opportunities have helped me to develop skills that will be beneficial to me in life and throughout my career in occupational safety and industrial hygiene.”

Brandes-Powell said going to AIHCE 2019 has been a highlight for him.

“We were able to meet students from ERCs around the country and interact with alumni of the program. The impact that the ERC has on its students was evident as the current students instantly found common ground with the alumni when talking about our courses and projects,” he said.

Miriam Escobar, also a second-year occupational exposure science student in the COPH, said the Sunshine ERC has helped her expand her networking abilities with professionals from other disciplines.  

“Now, I am part of a diversified professional network with a common goal to improve the safety and health of others in various occupational industries,” she said.

She said the highlight of her experience so far has been the ability to participate in the Puerto Rico Resiliency focus group research.

“I was able to travel to Puerto Rico and hear first hand how the hospitality community was not only affected by hurricane Maria but also come together and prevail,” Escobar said.

Currently, the Sunshine ERC is supporting four COVID-19 research projects through its program development fund, according to Bernard, three at USF and one at UCF.

Bernard said that while the Sunshine ERC focuses on students within the ERC disciplines, they have started to also engage students and faculty interested in disaster management.

“If students have an interest they should contact me or Ms. Kelly Freedman and we will see if there is an opportunity with current projects,” he said. “We would welcome and support expenses for some students outside the ERC to participate in interdisciplinary activities.”

Story by Anna Mayor, USF College of Public Health

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When Chedeline Dorelus decided to enroll at USF for the fall 2016 semester, she had nearly 30 college credits from high school and a plan to earn an English degree on a pre-law track.

Late that summer, Dorelus experienced doubts. She began feeling uncertain about whether she should attend law school or pursue something in the health field—perhaps a medical degree. She went online, changed her major to undeclared and entered USF’s Exploratory Curriculum (ECM) program. The program offers students the option to complete general education requirements while exploring unfamiliar academic disciplines and career fields.

At the suggestion of an ECM counselor, she took an elective course in public health, sparking an interest that ultimately guided her college and professional path.

“That class really cemented my decision as a major, and from then on I’ve been involved in public health,” said Dorelus, who earned bachelor’s and master’s degrees in public health from USF and became a senior human services program specialist for Florida Health.

She is now program director with Champions for Children at Layla’s House, a community-based learning and resource center that supports expectant parents and parents and caregivers of young children.

Exploratory programs, such as ECM, provide students more time and information to make what’s often a crucial decision while staying on track for a timely graduation. Although national data for such programs can be difficult to find due to inconsistencies in the way individual schools report on undeclared majors, USF data show that students who enrolled in ECM have experienced, on average, higher graduation rates than those who previously began their college careers as undeclared majors.

Shane Combs, an ECM advisor and an instructor in the Office of Undergraduate Studies, said the program’s success in improving outcomes for undeclared students helps to combat the myth that they are somehow less academically skilled, less passionate about college or less dedicated to graduating from USF.

For Dorelus, ECM provided the resources and environment to help her find the right fit for a major and a career. Her program counselor worked with her to create a document that helped her identify an academic program “that would be the intersection of my passion and skills,” she said.

Like Dorelus, students who enroll in ECM arrive directly from high school. Many share the same uncertainties about how to make seemingly monumental decisions about their futures amid an evolving employment landscape.

“For me, what’s even more important, is not just teaching them how to choose a major, but how to make a choice,” Combs said. “On the surface level, we know that who we are at 18 years old will not be the person we are at 40 years old. So how do I choose a major now when I can’t predict the future?”

Combs says that’s more true now than ever, with some students likely to land jobs in industries or with companies that don’t exist today, and much more likely than their parents or grandparents to have multiple, distinct careers during their lifetimes.

Students who enroll in ECM are required to select a major after 36 credits, which usually means they are in the program for a full academic year—one fall, spring and summer semester.

They choose from one of five pathways—art and humanities; business; global and social sciences; health and natural sciences; and math and technology—but remain free to register for classes outside of their pathway or, ultimately, select an unrelated major.

At any given time, there are usually 250 or more students enrolled, most of whom have met Combs or another ECM advisor before they visited campus for the first time. Early contact is particularly helpful for students interested in STEM fields, helping to ensure they earn the necessary prerequisites while continuing to explore options.

An important part of their ECM experience is connecting with university resources, such as the Center for Leadership and Civic Engagement, Education Abroad and the Center for Career & Professional Development, along with research opportunities through USF’s Office of High Impact Practices and Undergraduate Research and learning about student clubs and organizations.

“Students now enrolling in college are starting internships much earlier than before,” Combs said. “They’re interested in networking and shadowing, and also in volunteer work. They come to campus ready to get engaged and make a difference immediately. They feel they can’t afford to wait four years to get a piece of paper before they start making a change in the world around them.”

Combs points out that while some students might arrive on campus uncertain about a major, they are already determined to find ways to affect change in their local and global communities.

“They are ready to learn and ready to make a difference, and now we want to teach them research and critical thinking skills,” Combs said. “That’s the secret sauce of college.”

Allison Crume, USF’s dean of Undergraduate Studies and associate vice president of Student Success, said the ECM program is another example of how forward-thinking institutions can meet the needs of students whose lives have been shaped by their experiences during the pandemic and will enter a rapidly evolving workforce upon graduation.

“We are proud to collaborate with academic programs across USF to offer Exploratory Curriculum Major pathways,” Crume said. “Students have the opportunity to engage in focused areas of interest as well as gain interdisciplinary skills. ECM gives students space to explore courses and careers to help them identify a successful academic plan.”

Story reposted from USF Newsroom

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Fifteen teams of rising public health and community leaders from around the country have been selected to participate in the inaugural cohort of the Public Health Regenerative Leadership Synergy (PHEARLESS) initiative.

Supported by an investment of more than $8.5 million from The Kresge Foundation, the Robert Wood Johnson Foundation and the de Beaumont Foundation, the PHEARLESS initiative integrates regenerative leadership education and experiential learning with innovative collaborative tools that will help public health and community leaders build the skills they need to co-create sustainable solutions that advance health equity and well-being for all.

As a holistic, strengths-based and adaptive approach to leadership, regenerative leadership focuses on creating positive change and restoring balance in complex living systems. By creating positive relationships and nurturing the interconnected elements within a system, regenerative leaders aim to generate outcomes that benefit everyone.

“PHEARLESS leaders know how to forge partnerships that result in community-led public health efforts on the ground,” said Monica Valdes Lupi, managing director of Kresge’s Health Program. “Authentic community engagement can improve the public’s health for generations to come.”

Each four-person team includes two rising public health leaders and two rising community leaders. Together, the cohort will form a network that will learn from one another and help create new models for community-led efforts to improve equitable health outcomes community-wide.

“Strong partnerships between government and community are necessary to achieve meaningful change and improve health outcomes. Through the PHEARLESS program, we look forward to facilitating and strengthening such partnerships in communities across the country, and I am excited to welcome our inaugural cohort,” said Brian C. Castrucci, president and CEO of the de Beaumont Foundation.

Through the 12-month PHEARLESS experience, comprising four learning modules and a culminating capstone activity, participants will develop the mindset and skills to transform systems, structures and policies, in partnership with community, toward a just and equitable future. Each four-person team will receive a $100,000 grant to support their activities.

The cohort includes teams from the following communities:

• Albuquerque, New Mexico
• Buffalo, New York
• Colorado City, Arizona
• Columbia, South Carolina
• Hillsborough, Florida
• Jackson County, Missouri
• Lee County, Mississippi
• Long Beach, California
• Minneapolis, Minnesota
• Mobile, Alabama
• New Orleans, Louisiana
• Philadelphia, Pennsylvania
• Saint Johnsbury, Vermont
• San Francisco, California
• Seattle, Washington

The University of South Florida (USF) College of Public Health (COPH) and Muma College of Business (MCOB) co-lead the design and implementation of the training and technical assistance. The COPH also partners with the Association of State and Territorial Health Officials, the Big Cities Health Coalition, and the National Association of County and City Officials as an interdisciplinary support network.

“Today’s complex community health issues require learning and acting together. PHEARLESS leaders will not only develop themselves as leaders but also work respectfully in partnership to inclusively engage the public, build civic muscle and create the conditions in which all can thrive,” said Dr. Marissa Levine, director of the COPH’s Center for Leadership in Public Health Practice.

Questions? Contact COPH-CLPHP@usf.edu

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USF College of Public Health (COPH) master’s students concentrating in either healthcare administration or health care organizations and management recently had the opportunity to participate in an interprofessional education (IPE) event held in conjunction with the USF Health Morsani College of Medicine (MCOM).

The session was organized in November by the MCOM SELECT MD Program to teach medical students about the business of medicine. The SELECT MD Program prepares students to become physician leaders who accelerate change in health care.

After listening to remarks about the business of health care from COPH professor Dr. Zachary Pruitt, who is also an alum of the college, and Dr. Mark G. Mosely, president of USF Tampa General Physicians, attendees broke into groups to analyze a case study of a fictitious medical group considering adopting a value-based payment model for health care services. The COPH students guided the medical students on how the payment structure would impact their medical specialties and why. The case study was published by Drs. Pruitt and Moseley in the Journal of Health Administration Education.

The group-based IPE event enabled the COPH students to demonstrate the value of the health administration profession while also learning how to build collaborative relationships with health care providers.

“These discussions are relevant to the healthcare field today, and conversations are being had about applying these [payment] models in various measures,” Kathryn Sherman, a second-year Master of Health Administration (MHA) student who attended the event, said. “This event will help advance both careers in that it allows each student the opportunity to learn the priorities, goals and objectives of each profession. It also helps limit the negative light that is shed on the administrative profession as the medical community learns just how important it is to have someone there who can explain the inner workings of the organization.”

Sherman said participating in the event gave her real-world experience she can take with her in her career.

“Having participated in this event both as a first- and second-year MHA student, I can honestly say I have evolved as a leader, speaker and educator on all things related to healthcare management,” she said. “I was able to better inform my group of the advantages and disadvantages of each model while allowing them the autonomy of choosing what they believed would work best for their specialty. I would absolutely recommend this event for anyone in either program who wants to see how a health care management degree can be utilized in a real-world simulation, as this is a very real topic that is currently being discussed in the community today.”

Dr. Victor Weeden, the USF MHA Program Director, also helped to facilitate group discussions.

According to Weeden, the IPE event provides valuable experience for health administration students seeking to become healthcare leaders. More importantly, he said, interprofessional collaborations help benefit not just the participants, but health care as a whole.

“Even though the management and medical students’ educational backgrounds and goals are so different, the IPE event helps them understand that, in reality, their aim is the same—to improve health care value for patients,” Weeden said.

Story by Donna Campisano, USF College of Public Health

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All five students in the USF College of Public Health (COPH) integrated MPH/dietetics internship program recently attended the Food and Nutrition Conference Expo (FNCE) in Denver in October.

The FNCE is hosted by the Academy of Nutrition and Dietetics, a professional organization of nutrition and dietetics practitioners headed by Dr. Lauri Wright, director of nutrition programs at the COPH and a USF alum. It is the largest meeting of food and nutrition experts and registered dietitians in the world.

The USF COPH dietetic internship program integrates an MPH degree with a concentration in nutrition and dietetics with a supervised practice element designed to help students meet the standards of education and core competencies of registered dietitians.

This is the second time Maura Fowler, one of the five interns, has attended the FNCE.

“That first FNCE motivated me to pursue my MPH over an MS (which ultimately led me to USF) because I realized how passionate I was about advocacy in the role of a dietitian and how they are an essential part of the medical and community fields of practice,” Fowler said.

Fowler said she spent her time at the conference attending lectures and networking events and volunteering as a student liaison for the organization’s Renal Practice Group (renal dietitians are experts in nutrition and diet for people with kidney diseases).

“I loved attending FNCE, and I cannot wait to attend next year in Minnesota! This is a great learning opportunity for students,” Fowler said. “Colleges promote their internships, which was very important to me last year. They also have student learning programs and offer help with resumes. Hearing the current research is also very important—it has helped me develop a deeper passion for the things I learned about in my curriculum.”

Brianna Paul, another of the interns, said she appreciated the networking opportunities the conference provided as well as the lectures shedding light on the latest advances in nutrition.

“It was eye-opening to listen to all the latest research from around the world,” she said. “I attended many different lectures on topics I was interested in, including a lecture regarding the effects of ultra-processed foods in our diets and how the research has been changing over the past few years.”

Paul said one of the highlights for her was exploring the different booths and the products they offered.

“I enjoyed the expo the most because it was interactive and many of the booths had fun little activities such as trivia, free samples, contests to win a big prize, photo ops and networking booths with some of the social media influencer dietitians,” she noted.

Paul said one of the biggest things she took away from this year’s FNCE was inspiration.

“Overall, I loved the FNCE and I’m looking forward to attending next year’s conference,” she commented. “As a soon-to-be registered dietitian, this conference exposed me to different nutrition fields. Everyone had a passion for their work, which has inspired me to want to make a difference in future years advocating for this profession.”

Story by Donna Campisano, USF College of Public Health

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Nine USF College of Public Health (COPH) students—from undergraduate to master’s to doctoral students—currently serve on the USF Health Executive Student Leadership Board (ESLB).

The ELSB is comprised of students across USF Health. They act as student advisors to USF Health leadership, represent USF Health on committees, in focus groups and at special events and are invited to social and professional events throughout the year. Students apply for the position, which they hold for one academic year (although students in good standing can re-apply each year).

“Together with the other students, we give feedback for upcoming USF events and present suggestions for resources and programs that would benefit the USF Health student body,” John Whelan, an MHA student serving his second term on the ESLB, said. “I look forward to working on the Capital Improvement Project as we plan allocating funds for improving student resources.”

Chinyere Reid, a COPH doctoral candidate, has served on the board since 2019 and has taken an active role in the renovation of the WELL and planning USF Health activities such as USF Health IPE Day and Homecoming Week.

“Serving on the ESLB is important because it allows me to make a meaningful contribution to the USF Health community by providing a valuable student perspective and input,” Reid said. “I have absolutely enjoyed the experience, which is why I continue to return. It has provided me with the opportunity to network with fellow USF Health students, faculty, staff and leadership, fostering interprofessional connections and contributing to my professional development.”

Whelan credits his experience with ESLB with building his professional network.

“I have made friends and professional connections that will last a lifetime,” he said. “Notably, I met my friend Hemal Prasad, a former MHA student, through ESLB. In June, I will be joining Hemal at Cleveland Clinic. I likely would have never had that connection with Hemal or learned about the potential job opportunity if it wasn’t for our collaboration in ESLB.” 

Truc (Jenny) Ho, a BSPH student, said her experience on the board has been both “eye-opening and collaborative.”

“It has allowed me to establish valuable connections across various health care fields, providing me with diverse perspectives and insights into the needs of students,” she said. “Serving on this board enables me to contribute to the betterment of the USF Health community and advocate for the students’ interests. My aim is to foster a supportive and inclusive environment for students, as well as to facilitate their professional growth. I hope to accomplish enhanced student engagement, academic success and a sense of unity within the USF Health community during my tenure.”

Whelan had similar sentiments.

“I hope to leave USF Health even better than I found it, and I hope my involvement with ESLB will improve the experience for the next generation of Bulls,” he summed up.

Story by Donna Campisano, USF College of Public Health

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