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 Undergraduate public health degree courses in India: selected overview

2019 ◽  
Vol 6 (10) ◽  
pp. 4224
Author(s):  
Vibha Joshi ◽  
Nitin Kumar Joshi ◽  
Komal Bajaj ◽  
Praveen Suthar ◽  
Gregory Fant ◽  
...  
Keyword(s):  
Public Health ◽  
Health Education ◽  
Student Perceptions ◽  
Public Health Education ◽  
Public Health Workforce ◽  
Rapid Review ◽  
Extensive Literature ◽  
The Public ◽  
Essential Components ◽  
Undergraduate Public Health

Background: Building the public health workforce in India along with strengthening the public health systems across the Nation are essential components necessary to achieve the sustainable development goals for India. In the Indian context, there is limited information available for undergraduate public health education. The central aim of this brief study is to elucidate the undergraduate public health education landscape at selected institutions in India.Methods: A mixed methods approach was used in this brief study. First, cross-sectional, scoping review was used. Then, to describe student perceptions and attitude towards undergraduate public health curriculum, primary data were collected by using a questionnaire. A self-administered questionnaire was developed after extensive literature search. Descriptive statistics were used to summarize questionnaire results. Chi-square tests were used to help identify factors that may influence student perceptions and attitudes.Results: Through scoping rapid review and internet search, eight institutions were identified that are offering undergraduate public health courses in India. Most institutes in India have 3 years duration for the undergraduate public health degree courses. Most of students (89%) believed that the undergraduate public health course increased their knowledge in the field of public health. We found an association between student perceptions about community benefits from trained undergraduate public health workforce.Conclusions: The undergraduate public health education initiatives should be promoted and envisioned as a new strategy for public health capacity-building in public health in India.

scholarly journals Engaging a wider public health workforce: bringing public health into architecture education

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
R Marsh ◽  
P Pilkington ◽  
E Marco ◽  
L Rice
Keyword(s):  
Public Health ◽  
Built Environment ◽  
Health Workforce ◽  
Health Professionals ◽  
Public Health Workforce ◽  
Health Issues ◽  
Public Health Professionals ◽  
Public Health Training ◽  
Health Promoting ◽  
Health Concepts

Abstract Background Current public health challenges necessitate the closer working of public health with built environment professionals. Despite growing evidence of benefits, there remains little progress in practice. Architects can play a key role in ensuring urban and building design is health promoting, however there is no requirement to teach health by architectural accreditation bodies across Europe. Objectives In the United Kingdom in 2010, the Public Health Practitioner in Residence programme (PHPiR) was established to address this situation. Public health professionals are embedded within the Faculty of Environment and Technology at the University of the West of England, and contribute to research, pedagogic programme development, teaching and mentoring. The aim was to embed public health concepts and issues into architecture training, to empower the profession as part of the wider workforce, to improve health and wellbeing when designing buildings and places. The PHPiR was evaluated using the Reach, Effectiveness, Adoption, Implementation, Maintenance (RE-AIM) framework. Data was collected (questionnaires, focus group, semi-structured interviews, programme documentation) on a Masters of Architecture cohort (N = 34) at intervals from 2011-2019 to see if the PHPiR has long lasting effects as students enter practice. Results Public health concepts including; inequalities, life course approach, and social capital, became embedded into the architecture curriculum. Projects produced had increased reference to wider health promoting issues and participants thinking shifted from the building itself to who would use the building, suggesting the intervention achieved its aims. Conclusions The PHPiR offers a novel approach for built environment professions to better understand public health issues and the relevance to their chosen fields. This model could be applied to other courses and replicated in educational institutions and public health training programmes across Europe. Key messages The PHPiR influenced the architecture curriculum, improved architects understanding and public health issues and concepts, and empowered them to create more health promoting environments. Embedding public health professionals into training for other disciplines may be an effective, sustainable method for increasing the wider public health workforce.

scholarly journals Constructing a general competency model for Chinese public health physicians: a qualitative and quantitative study

2019 ◽  
Vol 29 (6) ◽  
pp. 1184-1191 ◽  
Author(s):  
Lei Shi ◽  
Lihua Fan ◽  
Hai Xiao ◽  
Zhenkang Chen ◽  
Xinfa Tong ◽  
...  
Keyword(s):  
Public Health ◽  
Health Education ◽  
Health Professionals ◽  
Core Competencies ◽  
Public Health Education ◽  
Competency Model ◽  
Basic Knowledge ◽  
Public Health Professionals ◽  
General Competency ◽  
Chinese Public

Abstract Background The purpose of the study was to construct a general model of the competencies required by Chinese public health physicians. This study is intended to lay the foundation for promoting reform of public health education in China, and may help perfect the testing and grading system of public health courses. Methods The behavioral event interviews were used to collect data on knowledge, skills and performance characteristics of public health physicians for coping with public health events. A random stratified sampling survey was used to select public health professionals and workers from different public health institutions in 14 provinces (municipalities or autonomous regions) of China. We then purposively selected 150 senior public health professionals from various agencies and 85 senior public health educators at colleges and universities to take part in the checklist survey. Finally, three times expert consultations were performed to determine the dimensions and elements of the general competency model for Chinese public health physicians. Results The age range of the 3245 participants was 18–65 years old. When comparing public health professionals and public health education specialists, we found significant differences in the perceived importance of the core competencies between these groups. The model was revised several times and finalized through the expert consultations, and comprised seven competency dimensions. Conclusion The final public health practitioner competency model comprised seven competency dimensions: basic knowledge of medicine, public health knowledge, health management and health promotion, specialized skills, research and development, comprehensive abilities and professionalism.

scholarly journals Preferred modalities for delivering continuing education to the public health workforce: a scoping review

2020 ◽  
Vol 40 (4) ◽  
pp. 116-125
Author(s):  
Anya Archer ◽  
Isha Berry ◽  
Uttam Bajwa ◽  
Robyn Kalda ◽  
Erica Di Ruggiero
Keyword(s):  
Public Health ◽  
Continuing Education ◽  
Scoping Review ◽  
Health Workforce ◽  
Organizational Support ◽  
Health Professionals ◽  
Public Health Workforce ◽  
Public Health Professionals ◽  
Public Health Training ◽  
Scoping Reviews

Introduction Continuing education (CE) can help public health professionals maintain and further develop their knowledge and skills to adapt to the changing public health landscape. This scoping review aims to identify the preferred modalities for delivering CE to public health professionals and to determine how equity has been incorporated into public health training. Methods Using the PRISMA extension for Scoping Reviews as a guide, we searched four databases for peer-reviewed primary research studies that evaluated public health workforce CE modalities. Results The review included 33 studies published between 1 January 2000 and 6 August 2019 from over 11 countries. Most articles broadly described their training audience as public health professionals employed by government or non-governmental organizations. Delivery methods included online, in-person or blended learning (combining online and in-person instruction). Learners strongly preferred self-directed approaches. Organizational support, including protected time for professional development during work hours, was an important enabler of training completion. Commonly cited barriers included course duration and a high number of contact hours. Conclusion Findings suggest that there is no single preferred training modality. We identified three elements that influence modality preference: design, delivery and organizational support. Modality should be determined by participants’ location, needs and previous experiences to ensure the content is relevant and delivered in a way that equips learners to apply the knowledge gained.

Opportunities and Challenges for Undergraduate Public Health Education in Australia and New Zealand

2019 ◽  
Vol 5 (3) ◽  
pp. 199-207 ◽  
Author(s):  
Xuan Luu ◽  
Kate Dundas ◽  
Erica L. James
Keyword(s):  
Public Health ◽  
New Zealand ◽  
Health Education ◽  
Public Health Education ◽  
The United States ◽  
Public Health Workforce ◽  
The Public ◽  
Single Subjects ◽  
Double Degree ◽  
Undergraduate Public Health

The international emergence of undergraduate education in public health has transformed the public health education landscape. While this shift is clearest and most widely evaluated in the United States, efforts in other parts of the world—such as Australasia—have not kept pace. This article aims to redress the evidence gap by identifying and discussing the different approaches through which Australian and New Zealand universities deliver public health education at the undergraduate level. A content analysis was conducted of online handbook information published by 47 universities across Australia and New Zealand, to gauge the various ways in which these universities implement undergraduate public health education. Each offering identified was assigned to one of four predetermined categories. Of the 47 universities, 45 were found to offer some form of undergraduate coursework in public health. Offerings took primarily the form of single subjects. Less commonly implemented were specializations ( n = 20), stand-alone undergraduate degrees ( n = 11), and double degree combinations ( n = 6). This breadth of activity highlights the need for renewed efforts in evaluating undergraduate public health education across the region. Further research is recommended into three areas: (1) emerging best practices in curriculum development and implementation, (2) explorations of public health accreditation in the region, and (3) the outcomes achieved by students and graduates of undergraduate public health degrees across Australia and New Zealand. These efforts will ultimately strengthen the operationalization and contribution of this education in helping shape the future public health workforce in Australasia.

scholarly journals Preparing the public health workforce for digital health futures: the case for digital Health training & capacity building

2021 ◽  
Vol 31 (Supplement_3) ◽  
Author(s):  
B Wong ◽  
S Buttigieg ◽  
D Vital Brito
Keyword(s):  
Public Health ◽  
Health Education ◽  
Capacity Building ◽  
Health Workforce ◽  
Digital Health ◽  
Public Health Education ◽  
Well Being ◽  
Public Health Workforce ◽  
Health Technologies ◽  
Wide Range

Abstract Digital technologies are rapidly being integrated into a wide range of health fields, public health in particular. While ‘digital health' has the potential to significantly improve population health and well-being outcomes, its effective implementation and responsible use are contingent on building a public health workforce with a sufficient level of knowledge and skills to effectively navigate the digital transformations in health. In particular, the next generation of public health professionals-namely youth-must be adequately prepared to maximise the potential of these digital transformations. This presentation will highlight three key priority areas which should be prioritised in digital health education in public health to fully harness the potential benefits of digital health: capacity building, opportunities for youth, and an ethics-driven approach. It will also present applications of digital health (technologies) and best practices for public health education.

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