scholarly journals Using Blended Learning in Training the Public Health Workforce in Emergency Preparedness

2006 ◽  
Vol 121 (2) ◽  
pp. 217-221 ◽  
Author(s):  
Gary S. Moore ◽  
Audrey Perlow ◽  
Christine Judge ◽  
Howard Koh
Keyword(s):  
Public Health ◽  
Blended Learning ◽  
Health Workforce ◽  
Emergency Preparedness ◽  
Public Health Workforce ◽  
The Public

scholarly journals 32.H. Round table: Emergency preparedness: Core competencies for medical students as part of public health workforce

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
◽  
Keyword(s):  
Public Health ◽  
Medical Students ◽  
Health Workforce ◽  
Emergency Preparedness ◽  
Core Competencies ◽  
Public Health Workforce ◽  
Medical Professionals ◽  
The Public ◽  
Emergency Situations ◽  
The Future

Abstract The duties encompassed within public health, according to Acheson's definition, are to be undertaken by society as a whole. This is further emphasised within 'ASPHER's European List of Core Competencies for the Public Health Professional' which mentions that public health responsibilities fall upon the 'public health workforce'. If even those outside the medical profession are considered part of the public health workforce, why are medical students being overlooked as a group who can contribute? As representatives of the future generation of medical professionals, shouldn't they be an obvious starting point for practising public health advocacy? Medical students have the potential to act and, with better integration into the public health workforce, could become an asset. Despite them having a legal obligation to contribute in emergency situations, there are insufficiencies or a lack of clarity within the guidelines to highlight and elaborate on what students are specifically expected to be able to carry out in various situations. This is in stark contrast to the predefined lists of competencies against which medical professionals are assessed. This workshop will focus on identifying the core competencies regarding medical students in their contribution to emergency preparedness and how these could be integrated into the existing framework for effecting a structured and organised response. The primary outcome is to achieve better advocacy for public health in future medical professionals with a focus on preparedness for emergency situations. To begin with, research carried out to elucidate whether different countries have set guidelines or competencies that are expected of medical students by the conclusion of their medical studies will be presented. Such guidelines both on national and regional levels were identified and then compared following analysis. This will be followed by more personal accounts from medical students and a discussion of the potential steps that could be introduced to improve emergency preparedness. Shortcomings of such guidelines concerning medical student competencies are further highlighted in times of crisis such as the ongoing COVID-19 pandemic. It is during this time when healthcare systems are stretched and their contribution may be most valuable. The nature of this contribution within the context of international pandemic plans will be explored and debated. Finally this workshop will conclude by opening up the floor for discussion between the panellists and the audience regarding the topics and issues raised. This workshop aims to highlight the need for core competencies in medical education and bring this topic to the forefront for further discussion and analysis amongst professionals, with the eventual international unification, simplification and clarification of these being the ultimate goal. This could be pivotal for the future of public health and in the advancement and evolution of education. Key messages Armed with suitable competencies, medical students can be an asset to the public health workforce if utilised effectively and in doing so can enhance preparedness response. This project’s outcomes are in alignment with ASPHER’s European Public Health Core Competencies Programme (EPHCCP) and the WHO Coalition of Partners (CoP).

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 Environmental Health Workforce – Essential for Interdisciplinary Solutions to the COVID-19 Pandemic

2020 ◽  
pp. 1-3 ◽  
Author(s):  
Benjamin J. Ryan ◽  
Raymond Swienton ◽  
Curt Harris ◽  
James J. James
Keyword(s):  
Public Health ◽  
Environmental Health ◽  
Health Workforce ◽  
Disease Outbreaks ◽  
The United States ◽  
Public Health Workforce ◽  
Primary Role ◽  
The Public ◽  
Mass Gatherings ◽  
Response And Recovery

ABSTRACT Interdisciplinary public health solutions are vital for an effective coronavirus disease 2019 (COVID-19) response and recovery. However, there is often a lack of awareness and understanding of the environmental health workforce connections and capabilities. In the United States, this is a foundational function of health departments and is the second largest public health workforce. The primary role is to protect the public from exposures to environmental hazards, disasters, and disease outbreaks. More specifically, this includes addressing risks relating to sanitation, drinking water, food safety, vector control, and mass gatherings. This profession is also recognized in the Pandemic and All-Hazards Preparedness and Advancing Innovation Act of 2019. Despite this, the profession is often not considered an essential service. Rapid integration into COVID-19 activities can easily occur as most are government employees and experienced working in complex and stressful situations. This role, for example, could include working with leaders, businesses, workplaces, and churches to safely reopen, and inspections to inform, educate, and empower employers, employees, and the public on safe actions. There is now the legislative support, evidence and a window of opportunity to truly enable interdisciplinary public health solutions by mobilizing the environmental health workforce to support COVID-19 response, recovery, and resilience activities.

scholarly journals ASPHER V4 Working Group supports the road map for professionalising the public health workforce

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
A Petrakova ◽  
R Otok ◽  
V Prikazsky ◽  
M Dlouhy ◽  
Z Prazanova ◽  
...  
Keyword(s):  
Public Health ◽  
Czech Republic ◽  
Health Workforce ◽  
Rapid Assessment ◽  
Public Health Workforce ◽  
The Czech Republic ◽  
The Public ◽  
Road Map ◽  
Current State ◽  
Public Health Profession

Abstract Background The ASPHER V4 Working Group (WG) was established in 2016 and officially launched during the 9th European Public Health Conference in Vienna. One of the key objectives of the WG is to strengthen public health capacity development in V4 countries. The WG supports the implementation of the recently reviewed European Action Plan for Strengthening Public Health Capacities (EAP). The EAP’s review highlighted the need to focus further action on four enabling Essential Public Health Functions (EPHOs) including human resources for public health. This is why the WG is heavily involved in the recent development of a new Road map for professionalising the public health workforce, one of the products of the recently established Coalition of Partners (CoP) that was convened by the WHO Regional Office for Europe in close cooperation with ASPHER and Maastricht University. Objectives Supporting the WHO CoP with a focus on development and further implementation of a new Road map for professionalising public health workforce in V4 countries. Using a new rapid assessment tool to evaluate the state of the public health profession in the Czech Republic. Sharing the report on the current state of public health professions in the Czech Republic with the WG and using it as a comparison of the current state in all V4 countries. Results Key strengths and weaknesses of the first rapid assessment of the current state of the public health profession in the Czech Republic are presented. Key actions are proposed for the WG: a) Preparation of a grant proposal to the International V4 Fund and b) Continuing active involvement in CoP activities. Conclusions The rapid assessment tool for evaluating the state of the public health profession was successfully implemented in the Czech Republic with the close cooperation of academia, researchers, policy makers and practitioners. The summary confirms that further work on the professionalization of the public health workforce is needed. Key messages ASPHER V4 WG is strongly involved in the development of a new road map for professionalising the public health workforce, coordinated by the WHO CoP, ASPHER and Maastricht University. Summary of the first rapid assessment of the current state of the public health profession in the Czech Republic confirms the importance of further action in this area of work.

scholarly journals Paving Pathways: shaping the Public Health workforce through tertiary education

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Catherine M Bennett ◽  
Kathleen Lilley ◽  
Heather Yeatman ◽  
Elizabeth Parker ◽  
Elizabeth Geelhoed ◽  
...  
Keyword(s):  
Public Health ◽  
Health Workforce ◽  
Tertiary Education ◽  
Public Health Workforce ◽  
The Public
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