scholarly journals Professionalisation of the public health workforce: why, what and how

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
K Czabanowska
Keyword(s):  
Public Health ◽  
Health Workforce ◽  
Public Health Education ◽  
Codes Of Ethics ◽  
Public Health Workforce ◽  
European Region ◽  
Local Health ◽  
The Public ◽  
The Core ◽  
Public Health Training

Abstract Background Member States of the WHO European Region are calling for guidance on how to build the capacity of the public health workforce to help strengthening health systems. The aim of this presentation is to stir the discussion about the professionalization of the public health workforce. Attention is paid to the why, what and how this should be done in countries of the European Region. Methods The European Competency Framework for the Public Health Workforce (Eco-FPHW) has been developed in the framework of the Coalition of Partners, led by WHO European Region, and is one of the pillars of the Roadmap to Professionalizing the public health workforce. The Eco-FPHW primarily relates to the core public health workforce, and that the definition of what constitutes the core public health workforce will differ from one country to the next. Results The Roadmap puts forward several possible levers and measures which include: public health education and training, competencies, formal organisation, credentialing and accreditation, codes of ethics and professional conduct as well as laws and regulations, enumeration and job profiles among others. These measures can be engaged with by a range of stakeholders who have important roles and insights into improving public health. Stakeholders include governments, ministries, national and regional/local health authorities, but also directors of public health training institutions, public health institutes, professional organisations, and employers of the public health workforce. Conclusions The Roadmap provides a guide for all those countries, institutions and organisations wishing to strengthen the delivery of the public health functions and to support the competencies of the public health workforce.

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.

The Public Health Learning Network: Strengthening the Public Health Workforce of Today to Meet the Challenges of Tomorrow

2017 ◽  
Vol 3 (1_suppl) ◽  
pp. 13S-16S ◽  
Author(s):  
Jennifer McKeever ◽  
Dorothy Evans
Keyword(s):  
Public Health ◽  
Health Workforce ◽  
Health Workers ◽  
Health Resources ◽  
Public Health Workforce ◽  
Years Of Life Lost ◽  
Health Training ◽  
The Public ◽  
Learning Network ◽  
Public Health Training

In 2013, the Health Resources & Services Administration redesigned the long-standing Public Health Training Center program to meet the training needs of the modern public health workforce and to implement parts of the Patient Protection and Affordable Care Act, which sets the training, recruitment, and retention of public health workers as a priority. Understanding that today’s most significant public health threats are socially constructed, resulting in chronic disease and significant years of life lost, the Health Resources & Services Administration laid the groundwork for the creation of a nationally unified network of training centers—the Public Health Learning Network (PHLN). The PHLN is the nation’s most comprehensive system of public health educators, health experts, thought leaders, and practitioners working together to advance public health training and practice. The system comprises 10 regional public health training centers, 40 local performance sites, and a National Coordinating Center for Public Health Training. The PHLN strengthens the workforce in state, local, and tribal health departments, as well as community health centers and primary care settings, to improve the capacity of a broad range of public health personnel to meet the complex public health challenges of today and tomorrow.

scholarly journals SELF-ASSESSMENT OF THE CONTENT OF THE PUBLIC HEALTH MASTER'S EDUCATIONAL PROGRAM FOR COMPLIANCE WITH THE EUROPEAN PUBLIC HEALTH CORE COMPETENCES PROGRAMME

2021 ◽  
Vol 74 (3) ◽  
pp. 713-717
Author(s):  
Tetiana S. Gruzieva ◽  
Nataliia V. Hrechyshkina ◽  
Olena Ya. Antonyuk ◽  
Vasyl A. Dufynets ◽  
Serhii E. Konovalov
Keyword(s):  
Public Health ◽  
Comparative Analysis ◽  
Health Workforce ◽  
Educational Program ◽  
Competency Framework ◽  
Public Health Workforce ◽  
European Region ◽  
Self Assessment ◽  
The Public ◽  
High Level

The aim: Determining the compliance of the developed Public Health Educational Program with the principles and basic provisions of the WHO-ASPHER Competency Framework for Public Health Workforce in the European Region. Materials and methods: The study used bibliographic and information-analytical methods and content analysis. A comparative analysis compliance of the content of the Public Health Master's Educational Program, developed in Bogomolets National Medical University, with the provisions of the WHO-ASPHER Competency Framework for Public Health Workforce in the European Region in terms of providing academic disciplines in the ECTS credits (European credit transfer and accumulation system), has been carried out. Results: Comparative analysis of the components of the University Public Health Master's Educational Program and regulations of the WHO-ASPHER Competency Framework for Public Health Workforce in the European Region has identified a high level of their compliance in all areas of competence formation, including science and practice, health promotion, legislation, policy, ethics, common health and safety in health, leadership and operational mind-set, cooperation and partnership, communication, culture and advocacy, strategic and resource management, professional development, organizational training and adaptability. The competence-based educational program provides future professionals with theoretical knowledge and practical skills for a clear understanding of public health problems, a reasonable choice of methods for solving them, taking into account modern practices; forming partnerships, effective communication and cooperation on a cross-sectoral basis, developing leadership skills, organizing and providing people-centred public health services. Conclusions: Self-assessment of the content of Public Health Master's Educational Program for compliance with European educational standards for the formation of the necessary competencies is an important tool for its quality formation and improvement. A comparative analysis of the university's Public Health Master's Educational Program, with the European Competency Framework for Public Health Workforce, has identified a high level of compliance.

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.

Capacity building in the public health field in the Tunisian medical faculties

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
M Coman ◽  
O Oltean ◽  
M Palianopoulou ◽  
D Plancikova ◽  
C Zedini ◽  
...  
Keyword(s):  
Public Health ◽  
Health Policy ◽  
Health Knowledge ◽  
National Level ◽  
Training Programme ◽  
Local Health ◽  
The Public ◽  
Public Health Training ◽  
Medical Faculties ◽  
Health Field

Abstract Over the past years, Tunisia has experienced important reforms in the field of public health. The Tunisian medical faculties (Universities of Sfax, Tunis el Manar, Sousse and Monastir) play a key role in this endeavor by training public health professionals who can contribute to the modernization of the health system. Funded by the EC through Erasmus+ programme, the CONFIDE project (coordinated by Babes-Bolyai University, having as EU partners the Universities of Southern Denmark and Trnava, and the above mentioned Tunisian universities) has established the Research into Policy training programme by strengthening their capacity to provide public health training. The Research into Policy training programme has been delivered by the Centres for Evidence into Health Policy (C4EHPs) established within the Tunisian partner universities for the needs of CONFIDE. The training programme was implemented in four steps: (1) train the trainer sessions - the European experts trained 18 Tunisian trainers; (2) shadowing sessions - the trainers participated in shadowing sessions in the European partner institutions; (3) training delivery - the CONFIDE trainers, assisted by the European experts, delivered the training to an interdisciplinary group of 25 students and professionals; (4) internships - the students participated in internships in local health institutions. Three modules have been built within the Research into Policy training programme: Public health research, Health promotion policies and Evidence based public health policy. They contributed to increasing the public health knowledge and skills of the professionals trained. The training programme was well received by the Tunisian universities and the material developed so far during the project was adapted to the Tunisian context in the third step of implementation. On the long term, the project is expected to have an impact at the national level and produce updates at curricula level in the Tunisian medical faculties. Key messages Research into Policy training programme developed by the EC partners and culturally adapted by the Tunisian partners to the Tunisian public health context. Research into Policy training is a well-received tool for the high quality learning process in the public health field in Tunisian medical faculties.

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