Capacity and training needs assessment surveys among communicable disease public health professionals

2018 ◽  
Vol 28 (suppl_4) ◽  
Author(s):  
B Kinross ◽  
J Pommier ◽  
MC Varela Santos
2017 ◽  
Vol 3 (1_suppl) ◽  
pp. 28S-34S ◽  
Author(s):  
Lisa C. McCormick ◽  
Justine J. Reel ◽  
Melissa Alperin ◽  
Laura M. Lloyd ◽  
Kathleen R. Miner

The mission of the Region IV (R-IV) Public Health Training Center (PHTC), headquartered at the Rollins School of Public Health at Emory University in Atlanta, GA, is to develop and implement programming to train and educate public health professionals in U.S. Department of Health and Human Services Region IV. To identify public health workforce development needs, the R-IV PHTC created a systematic process that included the implementation of a variety of strategies, to gain insights from each state within the diverse region. Conducting regular needs assessments is an integral step to ensure trainings are relevant and meet the needs of public health professionals. To this end, the PHTC employed a mixed methods approach to gather information on both competency-based and non–competency-based training needs, as well as training needs within R-IV’s content focus area of infectious disease. In R-IV there is great variability between the structures of the state and local health departments (e.g., some centralized, some decentralized), each of which faces different funding challenges and works with different service delivery models and regulatory authorities. Moreover, states have diverse populations (e.g., races, urban/rural, migrant/refugees, tribal, Appalachian) and face a wide range of public health priority concerns. Health departments were found to be at different stages of readiness to undertake a training needs assessment due to a number of issues, including their stage of pursuing Public Health Accreditation Board accreditation and recent participation in other needs assessment efforts. The R-IV PHTC approach to assessing training needs within this challenging environment is described.


2012 ◽  
Vol 58 (6) ◽  
pp. 801-810 ◽  
Author(s):  
Vesna Bjegovic-Mikanovic ◽  
Dejana Vukovic ◽  
Robert Otok ◽  
Katarzyna Czabanowska ◽  
Ulrich Laaser

2018 ◽  
Vol 5 (4) ◽  
pp. 233-240
Author(s):  
Yesenia Merino

Objective. The purpose of this study was to understand how schools of public health (SPHs) define and operationalize diversity and inclusion. Methods. Data were collected in February 2017 from publicly available websites for each of the 59 Council on Education in Public Health–accredited SPHs, including mission/vision, goals/strategic plans, and diversity statements. Mentions of diversity were quantified to generate the proportion of SPHs that explicitly address diversity or inclusion. As a related secondary point, mentions of equity were also considered. Results. One third of SPHs do not mention diversity, inclusion, or equity as central tenets of the school. Twenty percent do not mention strategic plans or goals related to diversity, inclusion, or equity. Only 12 of the 59 schools define what they mean by diversity. Conclusions. Recently released Council on Education in Public Health accreditation competencies point to a need for increased attention by SPHs to inclusion and equity. Currently, however, most SPHs do not have a clear definition of how they define diversity. Implications. Additional research is needed into how SPHs will evolve their conceptualizations of diversity, inclusion, and equity to meet the training needs of the next generation of public health professionals.


2005 ◽  
Vol 120 (1_suppl) ◽  
pp. 28-34 ◽  
Author(s):  
Lisa Macon Harrison ◽  
Mary V. Davis ◽  
Pia D.M. MacDonald ◽  
Lorraine K. Alexander ◽  
J. Steven Cline ◽  
...  

1997 ◽  
Vol 26 (2) ◽  
pp. 187-202 ◽  
Author(s):  
George R. Gray ◽  
McKenzie E. Hall ◽  
Marianne Miller ◽  
Charles Shasky

This study involved a survey of 140 state government agencies in 30 states. The survey examined basic questions related to training needs assessment, types and methodologies of training and training evaluation. The results presented here describe standard training practices and the degree to which state government agencies adhere to accepted practices in determining training needs, developing programs with outcome variables incorporated in the design, and assessing training outcomes.


2003 ◽  
Vol 4 (3) ◽  
pp. 86-86
Author(s):  
Anno Batchelor

Many of you will remember being accosted by me either at the State of the Art meeting or by email asking what your (or your trainees) educational needs are and what the Society should be doing to help you fulfil them.


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