Bridging Research and Practice Through Competency-Based Public Health Education

2008 ◽  
Vol 14 (2) ◽  
pp. 131-137 ◽  
Author(s):  
Darcell P. Scharff ◽  
Borsika A. Rabin ◽  
Rebeka A. Cook ◽  
Ricardo J. Wray ◽  
Ross C. Brownson
Keyword(s):  
Public Health ◽  
Health Education ◽  
Public Health Education ◽  
Research And Practice ◽  
Competency Based ◽  
Bridging Research And Practice

scholarly journals Continuing the Journey Toward Health Equity: Becoming Antiracist in Health Promotion Research and Practice

2020 ◽  
Vol 47 (5) ◽  
pp. 665-670
Author(s):  
Jean M. Breny
Keyword(s):  
Public Health ◽  
Health Education ◽  
Health Equity ◽  
Public Health Education ◽  
Cultural Humility ◽  
Annual Conference ◽  
Research Practice ◽  
Call To Action ◽  
Research And Practice ◽  
Health Education And Promotion

Health education and promotion researchers and practitioners are committed to eliminating health disparities, and the Society for Public Health Education (SOPHE) has continuously supported this effort through its journals, professional development, annual conferences, and advocacy. The COVID-19 pandemic elucidated inequities directly caused by racism and other social determinants of health. In order to achieve health equity, we need to become antiracist in our research, practice, and advocacy work by standing united against racist policies and practices. I invite us all to heed the call to action on these five points: place racism on the agenda, practice cultural humility, claim your privilege and eliminate microaggressions, utilize strategies that promote inclusion and equity, and embrace your inner leader and activist. Just as SOPHE as an organization pivoted its annual conference from on ground to virtual in March 2020, so can we be innovative and brave as professionals to face the hard work and dedication needed to become antiracist.

Looking Back and Moving Forward: SOPHE’s 70 Years of Contributions to Health Education

2020 ◽  
Vol 47 (6) ◽  
pp. 793-801
Author(s):  
Julia M. Alber ◽  
John P. Allegrante ◽  
M. Elaine Auld ◽  
Jean Breny
Keyword(s):  
Public Health ◽  
Health Education ◽  
School Health ◽  
Public Health Education ◽  
Professional Preparation ◽  
Health Educators ◽  
Research And Practice ◽  
The Past ◽  
Education Profession ◽  
Looking Back

Founded in 1950, the Society for Public Health Education (SOPHE) provides leadership to the health education profession and promotes the health of all people through six strategic commitments: developing and promoting standards for professional preparation and credentialing of community and school health educators; stimulating research on the theory, practice, and teaching of health education; supporting elimination of health disparities and the achievement of health equity; providing continuing education of the health education workforce; advocating for policy and legislation affecting public health and health promotion; and supporting a network of local chapters. This article describes how SOPHE has pursued these strategic commitments during the past 70 years and discusses challenges that will influence the future of SOPHE and the contours of the research and practice agendas of the field going forward.

Building Capacity of the Public Health Education Workforce Through Partnerships

2003 ◽  
Vol 1 (1) ◽  
pp. 49-59
Author(s):  
Mark Tomita
Keyword(s):  
Public Health ◽  
Health Disparities ◽  
Health Education ◽  
Public Health Education ◽  
Professional Associations ◽  
State University ◽  
Cd Rom ◽  
The Public ◽  
Prevention Services ◽  
The Usa

The Global Health Disparities CD-ROM Project reaffirmed the value of professional associations partnering with academic institutions to build capacity of the USA public health education workforce to meet the challenges of primary prevention services. The Society for Public Health Education (SOPHE) partnered with the California State University, Chico to produce a CD-ROM that would advocate for global populations that are affected by health disparities while providing primary resources for public health educators to use in programming and professional development. The CD-ROM development process is discussed

Building Capacity of the Public Health Education Workforce Through Partnerships: The Global Health Disparities CD-ROM Project

2003 ◽  
Vol 1 (1) ◽  
pp. 49-59
Author(s):  
Mark Tomita
Keyword(s):  
Public Health ◽  
Health Disparities ◽  
Health Education ◽  
Global Health ◽  
Public Health Education ◽  
Professional Associations ◽  
State University ◽  
Cd Rom ◽  
Prevention Services ◽  
The Usa

The Global Health Disparities CD-ROM Project reaffirmed the value of professional associations partnering with academic institutions to build capacity of the USA public health education workforce to meet the challenges of primary prevention services. The Society for Public Health Education (SOPHE) partnered with the California State University, Chico to produce a CD-ROM that would advocate for global populations that are affected by health disparities while providing primary resources for public health educators to use in programming and professional development. The CD-ROM development process is discussed.

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.

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