Tracking the Needs of the Public Health Workforce to Focus on Population Health: Lessons Learned from the State of Georgia

2004 ◽  
Author(s):  
Kathleen Miner ◽  
Melissa Alperin ◽  
Mimi Joy ◽  
Iris Smith ◽  
Donna Dunn
Keyword(s):  
Public Health ◽  
Population Health ◽  
Health Workforce ◽  
The State ◽  
Lessons Learned ◽  
Public Health Workforce ◽  
The Public

scholarly journals Commentary - Is the future of “population/public health” in Canada united or divided? Reflections from within the field

2017 ◽  
Vol 37 (7) ◽  
pp. 223-227 ◽  
Author(s):  
Kelsey Lucyk ◽  
Lindsay McLaren
Keyword(s):  
Public Health ◽  
Population Health ◽  
Health Workforce ◽  
Research Funding ◽  
Public Health Workforce ◽  
The Public ◽  
Unified Field ◽  
The Future ◽  
Recent Developments ◽  
Population And Public Health

“Are population and public health truly a unified field, or is population health simply attaching itself to public health as a means of gaining credibility?” This commentary was prompted by the above question, which was asked during K. L.’s PhD candidacy exam. In response, K. L. cited recent developments in the field to support her conviction that population and public health (PPH) existed positively as a unified discipline. However, through conversations that ensued over the subsequent weeks and months, we concluded that this issue goes deeper than the existence of departments and organizations labelled “population and public health,” and may benefit from debate and discussion, particularly for the incoming generation of PPH scholars. In this commentary, we argue that (1) the PPH label at times implies a coherence of ideas, values and priorities that may not be present; (2) it is important and timely to work towards a more unified PPH; and (3) both challenges to and opportunities for a more unified PPH exist, which we illustrate using the broad areas of research funding, the public health workforce and PPH ethics.

scholarly journals Training the Public Health Workforce from Albany to Zambia: Technology Lessons Learned along the Way

2010 ◽  
Vol 125 (5_suppl) ◽  
pp. 61-69 ◽  
Author(s):  
Edward C. Waltz ◽  
Dayna M. Maniccia ◽  
Regina L. Bryde ◽  
Kristin Murphy ◽  
Brett R. Harris ◽  
...  
Keyword(s):  
Public Health ◽  
Health Workforce ◽  
Lessons Learned ◽  
Public Health Workforce ◽  
The Public ◽  
The Way

scholarly journals Translating Legal Research on Mental and Behavioral Health during Emergencies for the Public Health Workforce

2014 ◽  
Vol 129 (6_suppl4) ◽  
pp. 123-128 ◽  
Author(s):  
Lainie Rutkow ◽  
Jon S. Vernick ◽  
Natalie L. Semon ◽  
Artensie Flowers ◽  
Nicole A. Errett ◽  
...  
Keyword(s):  
Public Health ◽  
Behavioral Health ◽  
Health Workforce ◽  
Lessons Learned ◽  
Public Health Workforce ◽  
Advisory Group ◽  
Local Health ◽  
Translation Strategies ◽  
The Public ◽  
Survey Responses

Translation strategies are critical for sharing research with public health practitioners. To disseminate our analyses of legal issues that arise relative to mental and behavioral health during emergencies, we created 10 brief translational tools for members of the public health workforce. In consultation with an interdisciplinary project advisory group (PAG), we identified each tool's topic and format. PAG members reviewed draft and final versions of the tools. We then worked with local health departments throughout the country to distribute the tools along with a brief survey to determine practitioners' perceived utility of the tools. Through survey responses, we learned that practitioners believed the tools provided information that would be useful during the planning, response, and recovery phases of an emergency. This article describes the creation of the PAG, the development of the tools, and lessons learned for those seeking to translate legal and ethical research findings for practitioner audiences.

scholarly journals Evaluation of Education for Public Health: A Practical Foundation for Solidarity

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
M Perkiö ◽  
R Harrison ◽  
M Grivna ◽  
D Tao ◽  
C Evashwich
Keyword(s):  
Public Health ◽  
Health Education ◽  
Health Workforce ◽  
Health Professionals ◽  
Public Health Education ◽  
Public Health Workforce ◽  
Rigorous Evaluation ◽  
The Public ◽  
Public Health Professionals

Abstract Education is a key to creating solidary among the professionals who advance public health’s interdisciplinary mission. Our assumption is that if all those who work in public health shared core knowledge and the skills for interdisciplinary interaction, collaboration across disciplines, venues, and countries would be facilitated. Evaluation of education is an essential element of pedagogy to ensure quality and consistency across boundaries, as articulated by the UNESCO education standards. Our study examined the evaluation studies done by programs that educate public health professionals. We searched the peer reviewed literature published in English between 2000-2017 pertaining to the education of the public health workforce at a degree-granting level. The 2442 articles found covered ten health professions disciplines and had lead authors representing all continents. Only 86 articles focused on evaluation. The majority of the papers examined either a single course, a discipline-specific curriculum or a teaching method. No consistent methodologies could be discerned. Methods ranged from sophisticated regression analyses and trends tracked over time to descriptions of focus groups and interviews of small samples. We found that evaluations were primarily discipline-specific, lacked rigorous methodology in many instances, and that relatively few examined competencies or career expectations. The public health workforce enjoys a diversity of disciplines but must be able to come together to share diverse knowledge and skills. Evaluation is critical to achieving a workforce that is well trained in the competencies pertinent to collaboration. This study informs the pedagogical challenges that must be confronted going forward, starting with a commitment to shared core competencies and to consistent and rigorous evaluation of the education related to training public health professionals. Key messages Rigorous evaluation is not sufficiently used to enhance the quality of public health education. More frequent use of rigorous evaluation in public health education would enhance the quality of public health workforce, and enable cross-disciplinary and international collaboration for solidarity.

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