scholarly journals NextGenU.org: the first globally free degree, a Master's in Public Health

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
E Frank
Keyword(s):  
Public Health ◽  
Student Satisfaction ◽  
Interprofessional Education ◽  
Primary Care Physicians ◽  
Health Workers ◽  
Knowledge Gain ◽  
Educational Innovations ◽  
Master Of Public Health ◽  
The Face ◽  
Competency Based

Abstract Background NextGenU.org and partners have offered (since 2012) free, accredited health sciences courses, with registrants in 192 (of 193) countries. We have now developed the world's first free, accredited degree: The Master of Public Health (MPH), including registration, teaching, testing, and co-granting of a degree. To this end, we continue collaborating with leading public health organizations and educational institutions. Objectives Our objective is to improve the health of the underserved, remove barriers to diversifying the health professional workforce, and promote understanding of global/population health. The MPH provides tested and validated interprofessional education in an ongoing timeframe. Institutions add to our MPH via qualified mentors to guide the competency-based mentored activities. Universities may use any/all parts and offer the courses/degrees to students for free or for the school's cost of mentoring. Knowledge acquisition continues to be computer-based via resources from academic, government, professional society, and peer-reviewed journal sources; local and remote peer and mentored activities are included. Results We have tested and published on this free model in North American public health, medical, and undergrad students, and in community health workers and primary care physicians in Kenya and India, showing as much knowledge gain and greater student satisfaction than with traditional courses. Peer-reviewed publications on NextGenU.org's efficacy are available at https://nextgenu.org/static/publications.html. All our trainings are reviewed/endorsed by our global academic, governmental and professional partners. Conclusions Our research shows the MPH creates local opportunities for health workers in their communities, reducing brain drain and exodus of health workers. We hope that conference attendees discovering these educational innovations translate our findings into action, distributing this resource to their institutions and countries. Key messages Our free MPH enables would-be and current health professionals and other learners globally to have equal access to first-class learning resources, without economic or geographic barriers. Because NextGenU.org is able to freely offer these first-class resources to all, our MPH can—and will—change the face of global health through creating worldwide communities of practice.

Incorporating practical application in graduate introductory public health courses

2015 ◽  
Vol 23 (4) ◽  
pp. 309-322
Author(s):  
Jacey A. Greece ◽  
Joanne G. Patterson ◽  
Sarah A. Kensky ◽  
Kate Festa
Keyword(s):  
Public Health ◽  
Practical Application ◽  
Multiple Perspectives ◽  
Chi Square ◽  
Content Type ◽  
Master Of Public Health ◽  
Course Content ◽  
Course Assessment ◽  
Post Test ◽  
Competency Based

Purpose – The purpose of this paper is to examine the utility of a redesigned course assessment in a required, introductory Master of Public Health (MPH) course to demonstrate competency achievement through practical application. School of public health curricula are informed by competency-based education (CBE) to prepare students for the field. This is a challenge in introductory courses as traditional assessments do not translate into practical application of knowledge. Design/methodology/approach – This retrospective post-test-only evaluation examined a practice-based, multi-disciplinary assessment utilized in Fall 2014 (n = 63 students). Web-based surveys were administered three months after the course to participating students (n = 33), the teaching team or teaching teams (n = 7) and organization representatives (n = 3) to evaluate the utility of the assessment. Questions were analyzed descriptively using chi-square tests, where applicable responses were compared across groups. Findings – Results indicate that a practice-based assessment in an introductory MPH course may enhance student learning by fostering deeper appreciation and application of course content while more closely reflecting the collaborative, multi-disciplinary and problem-solving nature of practice. The assessment may also increase the depth of competency achievement and career preparedness. Practical implications – Institutions that are guided by CBE, train students for multi-disciplinary practice and are impacted by the changing landscape of the field may want to consider course assessments that mimic practice to best prepare students. Originality/value – Course assessments should be evaluated to ensure they appropriately measure competency achievement. This evaluation provides multiple perspectives on the process and outcome of a practice-based course assessment.

Apathy and Ignorance: False Prophets of Autism and the Anti-Vaccine Movement

2020 ◽  
pp. 389-398
Author(s):  
Michael B. A. Oldstone
Keyword(s):  
Public Health ◽  
Health Workers ◽  
Vaccination Rate ◽  
Personal Beliefs ◽  
The United Kingdom ◽  
False Reporting ◽  
The Face ◽  
Public Health Workers ◽  
The Impact ◽  
The Brain

This chapter highlights the story of autism, the widespread acceptance of its incorrect cause, and the impact on use of vaccines, all stemming directly from deliberate, false reporting. The basic conflict is twofold. First, involvement of a scientific method that must be reproducible, be reliable, and possess substantial proof is in conflict with common/personal beliefs. Second, doctors, scientists, and public health workers, despite their mandate to listen to parents and patients concerning their opinions, must base medical conclusions on evidence that validates the outcome of each patient’s health issue. It is in this milieu that autism and the anti-vaccine groups still do battle. In 1998, Lancet, a usually respectable and reputable English journal, published Dr. Andrew Wakefield’s opinion that the measles, mumps, rubella (German measles) vaccine injected into the arms of children caused inflammation, leading to harmful chemicals entering the bloodstream through the gut (intestine). These factors, he said, traveled to the brain, where the harmful chemicals/toxins caused autism. In the face of this “fake news” about the source of autism and measles, the vaccination rate for measles dropped in the United Kingdom and Ireland.

Designing the Framework for Competency-Based Master of Public Health Programs in India

2013 ◽  
Vol 19 (1) ◽  
pp. 30-39 ◽  
Author(s):  
Kavya Sharma ◽  
Sanjay Zodpey ◽  
Abhay Gaidhane ◽  
Zahiruddin Quazi Syed ◽  
Rajeev Kumar ◽  
...  
Keyword(s):  
Public Health ◽  
Health Programs ◽  
Public Health Programs ◽  
Master Of Public Health ◽  
Competency Based

A content analysis of Canadian master of public health course descriptions and core competencies

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
E Apatu ◽  
W Sinnott ◽  
T Piggott ◽  
D Butler-Jones ◽  
L N Anderson ◽  
...  
Keyword(s):  
Public Health ◽  
Content Analysis ◽  
Core Competencies ◽  
Current Model ◽  
Program Planning ◽  
Health Agency ◽  
Core Competency ◽  
Master Of Public Health ◽  
The Public ◽  
Competency Based

Abstract Background The Master of Public Health (MPH) is a common graduate-level professional degree that is offered by Canadian Universities. To date, few studies have examined competency-based MPH education in Canada. Objective To examine the degree to which MPH programs' course descriptions align with the Public Health Agency of Canada's (PHAC) core competency categories in order to identify strengths and training gaps in such programs across Canada. Methods A content analysis of MPH programs in Canada was conducted from July 2019 to November 2019. A sampling frame of programs was obtained from a list from the PHAC website. Program information, including mandatory and elective course descriptions was extracted from each program's website and analyzed in NVivo 12. Course descriptions were independently categorized by two researchers into one or more of the seven categories of the core competencies outlined by PHAC. Results We identified 18 universities with MPH programs with 267 courses across Canada. Thematic analysis revealed that 100% of programs had coursework that addressed the “Public Health Sciences” and “Assessment and Analysis” categories; 93% addressed “Policy and Program Planning, Implementation, and Evaluation”; 67% addressed each of “Communication,” “Leadership,” and “Partnerships, Collaboration, and Advocacy”; and only 56% had course descriptions addressing “Diversity and Inclusiveness.” Conclusions We find that Canadian MPH programs may lack course offerings addressing core competency categories relating to diversity and inclusiveness, communication, and leadership. Our findings were limited in scope as we relied on program Web sites; thus, further research should explore course content in more depth than this course description analysis allowed and identify ways to close the MPH curricular gaps we identified. Key messages Further research should be conducted to determine if the current model of competency education in Canada is successfully guiding MPH programs in meeting local and international workforce demands. Continued discussion is needed to raise the importance of MPH competency-based education in Canada.

scholarly journals An Emergency and Disaster Course on Responding to Community and Family Healthcare Problems with Interprofessional Education for Undergraduate Medical, Nursing, and Dietitian Students

2019 ◽  
Vol 34 (s1) ◽  
pp. s125-s125
Author(s):  
Madelina Ariani ◽  
Bella Donna ◽  
Sutono Sutono ◽  
Yayuk Hartriyanti ◽  
Fitriana Fitriana ◽  
...  
Keyword(s):  
Public Health ◽  
Professional Education ◽  
Interprofessional Education ◽  
Large Scale ◽  
Health Workers ◽  
Health Management ◽  
Health Problems ◽  
Effective Response ◽  
Knowledge And Attitude ◽  
Coordination And Collaboration

Introduction:Emergencies and disasters need inter-discipline and inter-professional approaches because many problems in a disaster are due to poor coordination and collaboration. The disaster events during a decade in Indonesia highlighted the limitations of the healthcare system in responding to large-scale public health problems. Disaster health preparedness is the key to an effective response to any problems in community and family. Thus, education for health students has become a priority.Aim:Preparing fourth-year health students to be aware of disaster health problems in family and community with an inter-professional approach.Methods:Faculty of Medicine, Public Health, and Nursing UGM were prepared for the fourth year undergraduate health students through a semester “Emergency and Disaster Course” under Community Family and Healthcare with the Inter-professional Education Program, first given in 2016 for four hundred students. Mix method between class lecture, training skill, and simulation. The course goals are to (1) educate students on disaster health management, (2) understand the health preparedness and disaster family kit, and (3) define the principle of health worker’s role and collaboration in disaster.Results:The course was well received and at the 2017-2018 session was improved based on students and faculty feedback. Disaster knowledge of students changed. However, they still had a problem in communication between professions. And addition, they became aware of the function and each role of health profession competency during a disaster.Discussion:A course for fourth-year health students about emergency and disaster health management is extremely relevant because they will be health workers soon. They must have good awareness, knowledge, and attitude to cope with disaster health problems in the future.

scholarly journals The Design of a Master of Public Health Professional Development Course During the COVID-19 Pandemic: Application of the Salmon Model

2021 ◽  
pp. 237337992110214
Author(s):  
Ann Kuganathan ◽  
Mackenzie Slifierz ◽  
Laura N. Anderson ◽  
Elizabeth Alvarez ◽  
Emma Apatu
Keyword(s):  
Public Health ◽  
Professional Development ◽  
Health Workers ◽  
Student Feedback ◽  
Public Health Workforce ◽  
Online Course ◽  
Teaching Online ◽  
Master Of Public Health ◽  
Health Course ◽  
Public Health Workers

Coronavirus disease 2019 (COVID-19) has highlighted the need for well-trained public health workers to interpret evidence, make informed decisions, and disseminate information to the general public. As public health courses in Ontario universities have moved online due to this pandemic, instructors were required to simulate their teaching online while maintaining student engagement. Previous research has shown that there is a lack of description for the development of online public health courses. As such, the objective of this article is to outline the development and layout of a Professional Development Studio course offered in the Masters of Public Health program at McMaster University, Hamilton, Ontario. We use the Salmon model, previously described by Salmon and colleagues in 2013, to form the course outline. The Salmon model provides a five-stage framework for the development of a concise, engaging, and impactful online course. Based on student feedback, we found that the Salmon model positively shaped the development of the course by aiding the formulation of a course layout that was easily accessible, discussion threads to communicate in an inclusive and safe space, and relevant assessments requiring the use of tools to make judgments and appropriately disseminate information publicly. We conclude that the Salmon model is a helpful framework to use in developing an engaging online public health course. Further assessments based on student feedback should be completed to continually evolve the online course to better tailor the needs and interests of public health students preparing them for the public health workforce.

scholarly journals Perceived value of applying Information Communication Technology to implement guidelines in developing countries; an online questionnaire study among public health workers

2014 ◽  
Vol 6 (2) ◽  
Author(s):  
Pasipanodya Ian Machingura ◽  
Olawumi Adekola ◽  
Eunice Mueni ◽  
Omo Oaiya ◽  
Lars L Gustafsson ◽  
...  
Keyword(s):  
Public Health ◽  
Decision Making ◽  
Developing Countries ◽  
Online Survey ◽  
Health Workers ◽  
University Hospitals ◽  
Online Questionnaire ◽  
Rational Use ◽  
Master Of Public Health ◽  
Rational Use Of Medicines

Introduction: Practice guidelines can be used to support healthcare decision making. We sought to identify the use, and barriers to the implementation, of electronic based guidelines to support decision-making in maternal and child healthcare (MCH) and the rational use of medicines, in developing countries.Methods: Graduates who had gained the Master of Public Health degree through the Peoples-uni (postgraduate public health education in developing countries) were sent an online survey questionnaire which had been piloted. Two reminders were sent to non-respondents at intervals of 10 days. Results were explored using descriptive analyses.Results: 44 of the potential 48 graduates from 16 countries responded – most were from Africa. 82% and 89% of respondents were aware of guidelines on MCH and the rational use of medicines respectively. Electronic guidelines were more available in university hospitals than in provincial hospitals or rural care. All respondents thought that guidelines could improve the delivery of quality care, and 42 (95%) and 41 (93%) respectively thought that computers and mobile or smartphones could increase the use of guidelines in service delivery. Lack of access to computers, need to buy phone credit, need for training in the use of either computerized or phone based guidelines and fear of increased workload were potential barriers to use.Conclusion: There is support for the use of electronic guidelines despite limited availability and barriers to use in developing countries. These findings, and other literature, provide a guide as to how the further development of ICT based guidelines may be implemented to improve health care decision making.

Analysis of an Interprofessional Experiential Learning Program Utilizing the Case of Henrietta Lacks

2019 ◽  
Vol 6 (3) ◽  
pp. 203-211
Author(s):  
Lydia Hunt ◽  
Nicholas Tkach ◽  
Lauren Kaushansky ◽  
Lisa Benz Scott
Keyword(s):  
Public Health ◽  
Experiential Learning ◽  
Interprofessional Education ◽  
Core Competencies ◽  
Health Science ◽  
Learning Program ◽  
Public Health Medicine ◽  
Physician Assistant Education ◽  
Master Of Public Health ◽  
Professional Roles And Responsibilities

An experiential interprofessional learning opportunity for university students was developed to demonstrate core competencies (CC) based on the Interprofessional Education Collaborative and to foster a deeper understanding of the interaction between literature, health care, and social justice. Faculty members in the Schools of Professional Development, Public Health, Medicine, and Social Welfare at Stony Brook University contributed to the program including use of the book, The Immortal Life of Henrietta Lacks by Rebecca Skloot (2010). The book was a springboard to combine John Dewey’s educational ideas of constructivist learning with select CC. Invitations for participation were extended to faculty and students enrolled in graduate programs in Teaching, Public Health, Medicine, Social Work, and Physician Assistant Education as well as undergraduate health science majors. The ultimate learning event was a 4-hour evening program that facilitated teamwork and collaboration among the 250 participants. The event presented information and context in multiple ways: The book inspired an innovative presentation, followed by pointed questions, discussion, problem solving and reflection. Topics explored included communication across cultures and diverse populations, privacy and patient rights, professional roles and responsibilities, and advocacy for self and others. Following the event course, instructors collected post-event reflective essays submitted by the master of public health student participants, which were analyzed using qualitative methods. This article describes the experiential learning program and the evaluation of its impact on students, with the purpose of enhancing the potential for other institutions to replicate this novel educational structure and achieve Interprofessional Education Collaborative CC.

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