Construct Validity of the Core Competencies for Public Health Professionals

2009 ◽  
Vol 15 (4) ◽  
pp. E7-E16 ◽  
Author(s):  
Mark Edgar ◽  
Jeffrey P. Mayer ◽  
Darcell P. Scharff
Keyword(s):  
Public Health ◽  
Construct Validity ◽  
Health Professionals ◽  
Core Competencies ◽  
The Core ◽  
Public Health Professionals

scholarly journals Collaboration, Competencies and the Classroom: A Public Health Approach

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Lauren E. Wallar ◽  
Andrew Papadopoulos
Keyword(s):  
Public Health ◽  
Santé Publique ◽  
Health Professionals ◽  
Learning Experience ◽  
Core Competencies ◽  
Learning Experiences ◽  
Local Public Health ◽  
The Core ◽  
Public Health Professionals ◽  
Sante Publique

The University of Guelph Master of Public Health program is a professional degree program that seeks to prepare graduates to meet complex public health needs by developing their proficiency in the 36 public health core competencies. Provision of experiential learning opportunities, such as a semester-long practicum, is part of student development. In the Fall 2013 semester, a new opportunity was introduced in which small groups of students were paired with local public health professionals to complete a capstone business plan assignment that addressed a current public health issue. However, the impact of this external collaboration on the student learning experience was unknown. To address this, quantitative and qualitative information about students’ perceived proficiency in the core competencies and their learning experiences was collected using a pre/post survey and focus groups, respectively. A post-assignment survey was also administered to participating local public health professionals in which they assessed their group’s proficiency in the core competencies, and provided additional feedback. The results of this study showed that students had unique learning experiences with enhanced proficiency in different areas including policy and program planning, implementation and evaluation, assessment and analysis, and partnerships, collaboration and advocacy. Managing and communicating expectations was important throughout the learning experience. By using realistic community-based assignments, graduate public health programs can enrich students’ learning experiences by creating an environment for students to apply their classroom knowledge and gain practical knowledge and skills. Le programme de maîtrise en santé publique de l’Université de Guelph est un programme menant à l’obtention d’un grade professionnel qui prépare les diplômés à répondre aux besoins complexes en santé publique et leur permet d’acquérir 36 compétences principales en santé publique. Le développement des étudiants comprend des occasions d’apprentissage par l’expérience, telles que des stages d’une durée d’un semestre. Au cours du semestre d’automne 2013, une nouvelle occasion a été inaugurée, selon laquelle de petits groupes d’étudiants ont été jumelés avec des professionnels en santé publique de la localité afin de mettre au point un plan d’affaires cadre qui réponde à une question de santé publique qui se posait à ce moment-là. Toutefois, l’impact de cette collaboration externe sur l’apprentissage des étudiants restait inconnu. Pour répondre à cette question, des renseignements quantitatifs et qualitatifs sur la manière dont les étudiants ont perçu l’acquisition de leurs compétences dans les domaines principaux de compétences, ainsi que des détails sur leurs expériences d’apprentissage, ont été recueillis par le biais de sondages menés avant et après l’expérimentation ainsi que par des groupes cibles. Un sondage mené après l’expérimentation a également été mené auprès des professionnels en santé publique de la localité, dans lequel ceux-ci ont évalué les acquisitions de leur groupe dans les compétences principales, et ont fourni des commentaires supplémentaires. Les résultats de cette étude ont montré que les étudiants ont vécu des expériences d’apprentissage uniques qui ont amélioré leurs compétences dans divers domaines, y compris la planification de programmes et de politiques, la mise en oeuvre et l’évaluation, l’estimation et l’analyse, ainsi que les partenariats, la collaboration et le rôle de la promotion. La gestion et la communication des attentes ont été importantes tout au long de l’expérience d’apprentissage. Le fait d’utiliser des tâches réalistes basées dans la communauté permet aux programmes de santé publique de cycles supérieurs d’enrichir l’expérience d’apprentissage des étudiants car cela crée un environnement dans lequel les étudiants mettent en application des connaissances apprises en salle de classe et acquièrent des connaissances et des compétences pratiques.

Meeting the Core Competencies for Public Health Professionals Using Backward Design

2016 ◽  
Vol 3 (4) ◽  
pp. 270-275 ◽  
Author(s):  
Devrim Ozdemir ◽  
Pamela A. Duffy
Keyword(s):  
Public Health ◽  
Health Professionals ◽  
Core Competencies ◽  
Public Health Practice ◽  
Design Stage ◽  
Academic Leaders ◽  
Backward Design ◽  
The Core ◽  
Public Health Professionals ◽  
Front End

The mission of public health programs is to prepare competent public health professionals for a dynamic workforce. One way to accomplish this mission is to design curricula that support learners’ competency attainment in today’s public health practice. The purpose of this article is to demonstrate the actual steps taken to ensure that graduates meet public health core competencies. The major stages of this process are (a) backward design of the curriculum, (b) front-end analysis of the curriculum, and (c) back-end analysis of the curriculum. The backward design stage aligns a course curriculum with the core competencies. Front-end analysis provides evidence that the overall program curriculum aligns with the core competencies. The back-end analysis provides evidence of learners’ competency attainment. All three phases embed principles of continuous improvement to benefit the curriculum through a feedback-loop mechanism. Challenges, opportunities, and future directions for academic leaders of curriculum program development are discussed.

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 Validación en español del instrumento Core competencies for public health professionals en Guadalajara (Jalisco, México)

2019 ◽  
Vol 20 ◽  
pp. 45-51 ◽  
Author(s):  
María Angélica Alonso-Álvarez ◽  
Marco Antonio Zavala-González ◽  
Carlos Enrique Cabrera-Pivaral ◽  
Noé Alfaro-Alfaro ◽  
Ana Cecilia Méndez-Magaña
Keyword(s):  
Public Health ◽  
Health Professionals ◽  
Core Competencies ◽  
Public Health Professionals

scholarly journals An exploratory factor analysis of core competencies of public health professionals at primary care service level in Northeastern Thailand

2020 ◽  
Vol 8 ◽  
pp. 205031212094053
Author(s):  
Songkramchai Leethongdissakul ◽  
Wilawun Chada ◽  
Supa Pengpid ◽  
Sangud Chualinfa
Keyword(s):  
Public Health ◽  
Primary Care ◽  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Health Professionals ◽  
Care Service ◽  
Core Competencies ◽  
Service Level ◽  
Primary Care Service ◽  
Public Health Professionals

Background: Public health professionals play a significant role in primary care services in Thailand. Although efforts are being taken to establish professional standards it has neither been outlined nor been officially announced. There is a lack of understanding of what is a suitable set of core competencies for a public health professional. Objectives: This study aimed to explore the core competencies of public health professionals at the primary care service level in Thailand. Methods: A quantitative survey using a questionnaire was conducted in 862 public health professionals in the northeast of Thailand. Exploratory factor analysis was applied to develop a tool to test the competencies of public health professionals. Results: The results revealed core competencies in the following five main proficiencies: (1) public health administration and laws; (2) disease prevention and control; (3) social and environmental determinant of health and health research; (4) health promotion and community; and (5) basic medical care, screening, and diagnosis. In addition, the five core competencies included 50 items suitable for this sample. These factors accounted for 71.90% of the variance. Conclusion: In conclusion, this study’s finding provides significant recommendations to policymakers to improve and initiate a new policy or a standard guideline for public health education and human resource for health production and management in Thailand.

Public Health Approaches to Preventing Substance Misuse and Addiction

2019 ◽  
pp. 19-22
Author(s):  
Jay C. Butler
Keyword(s):  
Public Health ◽  
Health Professionals ◽  
Substance Misuse ◽  
Journal Article ◽  
Current Data ◽  
Public Health Approach ◽  
Prior Work ◽  
Additional Information ◽  
The Core ◽  
Public Health Professionals

This chapter presents the 2017 Association of State and Territorial Health Officials President’s Challenge as a paradigm for understanding the core aspects of a public health approach to preventing substance misuse and addiction. The framework describes primary, secondary, and tertiary prevention efforts and practical examples that public health professionals can use to implement them. Previously published as a journal article, this chapter includes an introduction by the author to update prior work and provide additional information and current data not included in the original piece.

scholarly journals Identifying core competencies for public health professionals in Uttar Pradesh, India: results from a Delphi exercise

2020 ◽  
Author(s):  
Sudip Bhandari ◽  
Brian Wahl ◽  
Sara Bennett ◽  
Cyrus Y Engineer ◽  
Pooja Pandey ◽  
...  
Keyword(s):  
Public Health ◽  
Health Professionals ◽  
Financial Management ◽  
Core Competencies ◽  
Uttar Pradesh ◽  
Program Management ◽  
Public Health Workforce ◽  
Public Health Professionals ◽  
Health Experts ◽  
Initial List

Abstract BackgroundEnsuring the public health workforce has appropriate competencies to fulfill essential public health functions is a challenge in many low- and middle-income countries. The absence of an agreed set of core competencies to provide a basis for developing and assessing knowledge, skills, abilities, and attitudes contributes to this challenge. In Uttar Pradesh, India, where most staff are trained as clinicians, this study is aimed at identifying the requisite core competencies for health professionals in mid-level supervisory and program management roles to effectively perform their public health responsibilities.MethodsWe used a multi-step, interactive Delphi technique to develop an agreed set of public health competencies. A narrative review of core competency frameworks and key informant interviews with human resources for health experts in India were conducted to prepare an initial list of 40 competency statements in eight domains. We then organized a day-long workshop bringing together 22 public health experts and government officials from India, who added to and modified the initial list. After this, a revised list of 54 competency statements was rated on a 5-point Likert scale, with 1 as “not at all important” to 5 as “absolutely essential”. Aggregate statement scores were shared with the participants, who discussed the findings. Finally, the same list was returned to participants for an additional round of ratings. Stability between scores at different steps was identified using the Wilcoxon matched-pairs signed-rank test. Consensus was defined using the percent agreement criterion.ResultsStability between the first and second Delphi scoring steps was reached in 46 of the 54 statements presented to participants. By the end of the second Delphi scoring step, consensus was reached on 48 competency statements across eight domains: public health sciences, assessment and analysis, policy and program management, financial management and budgeting, partnerships and collaboration, social and cultural determinants, communication, and leadership.ConclusionsThis study produced a consensus set of core competencies and domains in public health that can be used to review current training practices, assess competencies of public health professionals, and revise or develop new training programs to address desired competencies in Uttar Pradesh. Findings from this study can also be used to support workforce development by informing competency-based job descriptions for recruitment and performance management and adapted for use elsewhere.

scholarly journals Identifying core competencies for practicing public health professionals: results from a Delphi exercise in Uttar Pradesh, India

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Sudip Bhandari ◽  
Brian Wahl ◽  
Sara Bennett ◽  
Cyrus Y. Engineer ◽  
Pooja Pandey ◽  
...  
Keyword(s):  
Public Health ◽  
Health Professionals ◽  
Core Competencies ◽  
Uttar Pradesh ◽  
Program Management ◽  
Public Health Workforce ◽  
Public Health Professionals ◽  
Resource Poor ◽  
Health Experts ◽  
Initial List

Abstract Background Ensuring the current public health workforce has appropriate competencies to fulfill essential public health functions is challenging in many low- and middle-income countries. The absence of an agreed set of core competencies to provide a basis for developing and assessing knowledge, skills, abilities, and attitudes contributes to this challenge. This study aims to identify the requisite core competencies for practicing health professionals in mid-level supervisory and program management roles to effectively perform their public health responsibilities in the resource-poor setting of Uttar Pradesh (UP), India. Methods We used a multi-step, interactive Delphi technique to develop an agreed set of public health competencies. A narrative review of core competency frameworks and key informant interviews with human resources for health experts in India were conducted to prepare an initial list of 40 competency statements in eight domains. We then organized a day-long workshop with 22 Indian public health experts and government officials, who added to and modified the initial list. A revised list of 54 competency statements was rated on a 5-point Likert scale. Aggregate statement scores were shared with the participants, who discussed the findings. Finally, the revised list was returned to participants for an additional round of ratings. The Wilcoxon matched-pairs signed-rank test was used to identify stability between steps, and consensus was defined using the percent agreement criterion. Results Stability between the first and second Delphi scoring steps was reached in 46 of the 54 statements. By the end of the second Delphi scoring step, consensus was reached on 48 competency statements across eight domains: public health sciences, assessment and analysis, policy and program management, financial management and budgeting, partnerships and collaboration, social and cultural determinants, communication, and leadership. Conclusions This study produced a consensus set of core competencies and domains in public health that can be used to assess competencies of public health professionals and revise or develop new training programs to address desired competencies. Findings can also be used to support workforce development by informing competency-based job descriptions for recruitment and performance management in the Indian context, and potentially can be adapted for use in resource-poor settings globally.

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