Frameworks and guidance to support ethical public health practice

Author(s):  
A M Viens ◽  
Caroline Vass

Abstract This article reports and reflects on an element of a recent survey of UK public health professionals, specifically in relation to the Public Health Knowledge and Skills Framework (PHSKF) and the ethical requirements that underpin public health practice. Only 38.4% of respondents reported accessing the PHKSF and a mere 13.7% reported accessing the accompanying background paper on ethical public health practice. Given that ethical practice underpins the PHSKF, it is concerning that so few respondents are familiar with the PHSKF and one of the source documents. While issuing frameworks and guidance is one way to support public health practice, there is a further need for greater integration of skills and knowledge around ethical public health practice within education and training initiatives.

2021 ◽  
pp. 152483992110293
Author(s):  
Tramaine Paul McMullen ◽  
Jennifer Mandelbaum ◽  
Kristian Myers ◽  
Courtney Brightharp ◽  
Kelly Kavanaugh ◽  
...  

Government health departments at all levels make meaningful contributions to advancing the public health of communities, yet state health departments lack the time and infrastructure to share their findings with the broader scientific community. To address this gap in data dissemination, the South Carolina Department of Health and Environmental Control developed a “collaborative writing team” (CWT) pilot. As part of this pilot program, teams of staff members leveraged existing data to advance the public health knowledge base, with an emphasis on public health practice. The six steps of the CWT included (1) identify team members’ skills/strengths, (2) discuss available data, (3) determine opportunities to share data, (4) divide responsibilities based on team members’ strengths, (5) write and submit product, and (6) debrief. Between December 2019 and November 2020, the team had six abstracts accepted to two national conferences, one abstract accepted to a state public health conference, and one editorial published in a peer-reviewed journal. Feedback from participants indicated that self-efficacy in areas including writing, project facilitation, and analysis had increased among team. CWTs are a framework for people working within public health practice settings to disseminate findings.


2021 ◽  
pp. 237337992110071
Author(s):  
R. Tyler Derreth ◽  
Vanya C. Jones ◽  
Mindi B. Levin

The 2020 summer of protests for racial justice amid continued police violence coupled with the widening health disparities due to COVID-19 have made the need for social change and community-informed public health practice abundantly clear. Public health professionals need to combine public health knowledge with collaboration, communication, and reflection to address these health disparities and social injustices. Likewise, as public health educators, we need to develop curricula that train students in these complex skills in order to be effective practitioners. To do this, public health schools and programs should adopt critical service-learning as a central pedagogy in curricula because it is specifically designed to address our current crises with its combination of practice, research, and reflection that together aims for social change. As a means of institutionalizing the pedagogy, faculty can practice and advocate for resources as faculty champions of service-learning.


2017 ◽  
Vol 10 (1) ◽  
pp. 8-15 ◽  
Author(s):  
Cynthia Weijs ◽  
Shannon Majowicz ◽  
Jason B. Coe ◽  
Serge Desmarais ◽  
Andria Jones-Bitton

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
M Perkiö ◽  
R Harrison ◽  
M Grivna ◽  
D Tao ◽  
C Evashwich

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.


2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Zaheer ◽  
N Shah ◽  
N Safdar

Abstract Background In Pakistan, this is a catastrophe for 44% children combating with stunted growth; the third highest percentage of stunted children in the world and further 1 million children are underweight. Fifteen percent of children are wasted and half of them are anemic, and almost one-third of the children have iron deficiency anemia. The study aimed to collate all contributing factors that have been reported in the PDHS-2012-13 survey for child malnutrition. Methods Pakistan Demographic and Health Survey, 2012-13 data was used (n = 1967). Forty five factors were extracted from PDHS 2012-13 and factor analysis was performed to reduce these factors into similar potential factors by using principle component (PC) decomposition. Malnutrition status of children of age < 5 years was assessed by using three indices: height-for-age, weight-for-height, and weight for age. To examine the associations between derived factors and childhood malnutrition, binary logistic regression was used. Results About 43% of under-five children are stunted, 26.9% are underweight and 12.6% are wasted. Multivariate adjusted results showed mothers who belong to poor quintile (OR: 1.50, p-value 0.02), who afraid of husband all the time (OR: 1.36, p-value 0.02), who had > 4 children (OR: 1.47, p-value <0.01), and who used tobacco (OR: 1.80, p-value 0.02) were more likely to have stunted children. However, mothers who had no education (OR: 1.82, p-value<0.01), who were poor dweller (OR: 1.55, p-value 0.03), who used unprotected water (OR: 1.62, p-value<0.01), mothers who had younger age at birth (OR: 1.37, p-value 0.02) were more likely have underweight children. Conclusions Maternal socio-demographics and environmental factors were more significantly associated with child malnutrition. This study will enable the public health professionals' workforce tier at a national level to gain expertise and formulate better planning in order to improve child health in Pakistan. Key messages This study will enable the public health professionals’ workforce tier to achieve gains in child health in Pakistan. Study findings may help to improved and to initiate evidence-based guidelines for maternal and child health.


BMJ Open ◽  
2012 ◽  
Vol 2 (6) ◽  
pp. e001632 ◽  
Author(s):  
Kari A O Tikkinen ◽  
Janne S Leinonen ◽  
Gordon H Guyatt ◽  
Shanil Ebrahim ◽  
Teppo L N Järvinen

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

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