scholarly journals Revolutionizing the Public Health Workforce as Agents of Change

2020 ◽  
Vol 30 (Supplement_5) ◽  
Keyword(s):  
Public Health ◽  
Health Workforce ◽  
Education And Training ◽  
Public Health Workforce ◽  
The Public ◽  
Health And Wellbeing ◽  
Agents Of Change ◽  
Agent Of Change ◽  
Appropriate Education ◽  
And Training

Abstract The wider public health workforce consists of professions that have the opportunity or ability to positively impact the health and wellbeing of the public through their work, and are not always employed directly in a public health role. These professions can make an impact. Appropriate education and training in public health is key to make public health workforce an agent of change from community to government. Are these professionals aware and ready for this task? How should education and training in public health be updated and integrated in the different curricula? Which professions should be educated and how? What actions should be taken to build knowledge and capacity in public health horizontally?

scholarly journals Assessing the Education and Training Needs of Nebraska’s Public Health Workforce

2015 ◽  
Vol 3 ◽  
Author(s):  
Brandon L. Grimm ◽  
Patrik Johansson ◽  
Preethy Nayar ◽  
Bettye A. Apenteng ◽  
Samuel Opoku ◽  
...  
Keyword(s):  
Public Health ◽  
Health Workforce ◽  
Education And Training ◽  
Training Needs ◽  
Public Health Workforce ◽  
And Training

scholarly journals Omicron: we must protect the health and wellbeing of the public health workforce

BMJ ◽  
2021 ◽  
pp. n3123
Author(s):  
Ana-Catarina Pinho-Gomes ◽  
Alexander Allen ◽  
Maggie Rae ◽  
Julian Ryder
Keyword(s):  
Public Health ◽  
Health Workforce ◽  
Public Health Workforce ◽  
The Public ◽  
Health And Wellbeing

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.

scholarly journals What does competent moral expertise look like in public health practice?

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
F Tahzib
Keyword(s):  
Public Health ◽  
Work Experience ◽  
Public Health Practice ◽  
Daily Practice ◽  
Moral Dilemmas ◽  
Education And Training ◽  
Public Health Workforce ◽  
Public Health Training ◽  
Training Programmes ◽  
And Training

Abstract Background Public health practitioners regularly face moral dilemmas in their daily practice but they are not well prepared to deal with them. Yet, from an ethics perspective, educational programmes are often inadequate. Rather, there is a need to better understand public health ethical competencies and to develop education and training in public health ethics (PHE). Objectives This presentation will share findings and learning from an ESRC funded research by the UK Faculty of Public Health in collaboration with the Universities of Southampton and Bristol around the nature of competency in PHE and law. Our leading question is: What are the key ethical and legal knowledge, skills, values and attitudes necessary for PHE and law as a professional competency of the public health workforce (PHW)? Results We created a working list of what the competencies should look like based on the material from the competency library, comments from a panel of practitioners, experts which we convened, and own analysis that reflects subject matter knowledge, expressed skill development requirements and personal work experience. These were organized within five areas which: (i) Awareness and Understanding, (ii) Engagement and Research, (iii) Analysis and Reasoning, (iv) Evaluation and Reflection and (v) Action and Advocacy. The five areas and various issues which they cover will be described, as well as reflection and learning from some key activities and initiatives in building competency and capacity. Conclusions There is need to appreciate the nature of competency of PHE and build capacity and competency of the PHW through education and training programmes as key element of public health training curricula. Key messages There are distinguishing features in teaching, learning and practice of PHE compared to clinical ethics. To implement PHE competencies into practice and in public health curricula requires better understanding of practice and the political mandate of public health.

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