All MPH students are required to complete an Applied Public Health Experience (APHE). The MPH Program provides enrolled students with a variety of resources to connect with rewarding and interesting applied public health practice experiences. In addition to meeting with academic core advisors and other faculty conducting research in specific public health topics, students also confer with the Assistant Director of Applied Learning and/or the Field Placement Coordinator in order to learn more about opportunities that align with each student’s public health area of interest and future career goals.
Potential APHE opportunities are explored during the fall semester and further formulated during the spring semester of the student’s first year. The APHE plan includes information on the APHE organization, site, and work to be conducted, as well as a description of the final deliverable products. The APHE should have a community-based component and requires the student to work with an inter-professional team during the experience.
Students must complete at least 145 hours at a pre-approved APHE organization/agency, which can be paid or unpaid. This is equivalent to approximately one month (4 weeks) of full-time (8 hours per day) work. Students can complete the APHE longitudinally during the first academic year; during the summer between the first and second years; or a combination of these time periods. The APHE should expose the student to real world public health issues and other professions outside of public health that work to address public health issues. APHE activities may include (depending on the topic and the qualifications of the student) attending meetings; participating in ongoing activities; planning, implementing and evaluating short-term projects; participating in health education and outreach; taking part in analytical discussions and/or delivering health related services.
The APHE must include two final deliverable products. The products should be an organic part of a student’s APHE work and not something developed as an academic exercise. The products should be of practical utility to the organization or part of moving a larger project forward. The products may include, for example, designing a public health intervention, conducting a quality assessment, developing health education materials, designing a survey instrument for primary data collection; writing a communication brief; completing a research analysis/report, or developing/updating a website. Students must consult with their respective APHE supervisor/mentor and with the Assistant Director of Applied Learning or the Field Placement Coordinator (for the online MPH Program) to be sure that their proposed products are acceptable for the educational purposes of the APHE. The final products need to demonstrate the achievement of at least three MPH Foundational Competencies (and/or MPH Concentration Competencies for the in-person MPH Program) that have been identified by the student.
Students enrolled in the in-person MPH Program must design a poster that showcases the student’s APHE and final products. Students must present their APHE posters at a poster session held in the fall semester of the second year of the MPH Program as a part of the PHP2072 course.
Our students’ internship experiences are as diverse as their interests:
|Sample Internship Project||Location|
|Evaluation for Standard and Mobile Health Applications||Bangladesh|
|Microbial Translocation and Schistosomiasis||Brazil|
|Using Magnetic Resonance Spectroscopy to Assess White Matter Neuroinflammation||Center for Alcohol and Addiction Studies|
|Developing an Instrument in Assessing Financial Toxicity in Multiple Sclerosis||Center for Gerontology|
|Technological Solutions for the Diagnosis of Neonatal Abstinence Syndrome||Center for the Study of Children at Risk|
|Retaining Transgender Women in HIV Care: Best Practices in the Field||The Fenway Institute|
|Evaluation of Academic Detailing Visits with Top Opioid Prescribers in Rhode Island||Rhode Island Department of Health|
|Efficiency of Nursing Home-Emergency Department Transfers and Quality of Communication Review||Rhode Island Hospital Emergency Department|
|Supportive Housing Models for Medicaid Program||Steward Healthcare Network|
|Co-Facilitator of Teens Empowered to Advocate for Community Health||TEACH Community Health|
|International Organization for Migration Practices Regarding Assisted Voluntary Return & Reintegration for Migrants with Health Needs||World Health Organization|
- Rhode Island Department of Behavioral Healthcare, Developmental Disabilities, and Hospitals
- Rhode Island Department of Corrections
- Rhode Island Department of Health
- Community Care Alliance
- Day One Sexual Assault and Trauma Resource Center
- The Fenway Health Center (Boston)
- Green & Healthy Homes
- Greenhouse Social Enterprise
- HealthCentric Advisors
- House of Hope Community Development Corporation
- Institute for the Study and Practice of Nonviolence
- Maternova, Inc.
- Narragansett Indian Tribal Lands
- Neighborhood Health Plan of Rhode Island
- PACE Organization of Rhode Island
- Center for Prisoner Health and Human Rights
- Providence & Woonsocket Public High Schools
- The Providence Center
- Rhode Island Foundation
- Rhode Island Free Clinic
- Rhode Island Hospital
- Rhode Island Public Health Institute
- Center for the Study of Children at Risk
- Steward Healthcare Network
- Walden Behavioral Care
- The Watson Institute for International and Public Affairs
- Woods Hole Oceanographic Institute