Disease Intervention Specialist Education for the Future: An Analysis of Public Health Curricula

Objectives: The objectives of this study were to (1) determine the degree of alignment between an existing public health curricula and disease intervention specialist (DIS) workforce training needs, (2) assess the appropriateness of public health education for DISs, and (3) identify existing curriculum gaps to inform future DIS training efforts. Methods: Using the iterative comparison analysis process of crosswalking, we compared DIS job tasks and knowledge competencies across a standard Council on Education for Public Health (CEPH)-accredited bachelor of science in public health (BSPH) and master of public health (MPH) program core curricula offered by the Georgia Southern University Jiann-Ping Hsu College of Public Health. Four researchers independently coded each DIS task and competency as addressed or not in the curriculum and then discussed all matches and non-matches between coders. Researchers consulted course instructors when necessary, and discussion between researchers continued until agreement was reached on coding. Results: The BSPH curriculum aligned with 75% of the DIS job tasks and 42% of the DIS knowledge competencies. The MPH core curriculum aligned with 55% of the job tasks and 40% of the DIS knowledge competencies. Seven job tasks and 9 knowledge competencies were considered unique to a DIS and would require on-the-job training. Conclusions: Findings suggest that an accredited public health academic program, grounded in CEPH competencies, could address multiple components of DIS educational preparation. Similar analyses should be conducted at other CEPH-accredited schools and programs of public health to account for variations in curriculum.

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Assuring Public Health Professionals are Prepared for the Future: The UAB Public Health Integrated Core Curriculum

Public Health Reports ◽

10.1177/003335490512000504 ◽

2005 ◽

Vol 120 (5) ◽

pp. 496-503 ◽

Cited By ~ 15

Author(s):

Donna J. Petersen ◽

Mary E. Hovinga ◽

Mary Ann Pass ◽

Connie Kohler ◽

R. Kent Oestenstad ◽

...

Keyword(s):

Public Health ◽

Health Education ◽

Emergency Preparedness ◽

Core Curriculum ◽

Ethical Decision Making ◽

Program Planning ◽

Public Health Education ◽

Health Administration ◽

Community Based Interventions ◽

Master Of Public Health

In response to calls to improve public health education and our own desire to provide a more relevant educational experience to our Master of Public Health students, the University of Alabama at Birmingham (UAB) School of Public Health designed, developed, and instituted a fully integrated public health core curriculum in the fall of 2001. This curriculum combines content from discipline-specific courses in biostatistics, environmental health, epidemiology, health administration, and the social and behavioral sciences, and delivers it in a 15 credit hour, team-taught course designed in modules covering such topics as tobacco, infectious diseases, and emergency preparedness. Weekly skills-building sessions increase student competence in data analysis and interpretation, communication, ethical decision-making, community-based interventions, and policy and program planning. Evaluations affirm that the integrated core is functioning as intended: as a means to provide critical content in the core disciplines in their applied context. As public health education continues to be debated, the UAB public health integrated core curriculum can serve as one model for providing quality instruction that is highly relevant to professional practice.

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Columbia University Master of Public Health Core Curriculum

Public Health Reports ◽

10.1177/0033354921999162 ◽

2021 ◽

pp. 003335492199916

Author(s):

Samantha Garbers ◽

Dana March ◽

Julie Kornfeld ◽

Sabrina R. Baumgartner ◽

Maggie Wiggin ◽

...

Keyword(s):

Public Health ◽

Learning Strategies ◽

Core Curriculum ◽

Public Health Education ◽

Similar Proportion ◽

Columbia University ◽

Student Survey ◽

Learning Abilities ◽

Master Of Public Health ◽

The Core

Objectives Public health education must respond to 21st-century public health challenges in an ever-evolving landscape. We describe implementation and educational outcomes of the Columbia University Master of Public Health (MPH) Core (hereinafter, Core) curriculum since its inception. Methods This retrospective evaluation combined 6 years (2013-2018) of student survey data collected from students (N = 1902) on the structure and delivery of the Core curriculum to quantify implementation, student experience, and learning outcomes, both during study (Core Evaluation Survey [CES]) and after graduation (Graduate Exit Survey [GES]). We used χ2 tests and analysis of variance to compare outcomes across years, and we used McNemar tests to compare differences in outcomes from the same students at different time points. Results Of 1902 respondents to the CES, 1795 (94.4%) completed the Core curriculum. During the study period, 81.7% of students were able to integrate concepts across Core curriculum modules with ease; postgraduation, a similar proportion of respondents were able to apply Core curriculum content to departmental and certificate coursework and applied field experiences. On-time graduation rates were high (range, 85%-93%). Conclusions The high percentage of students who reported their ability to integrate concepts and who completed the Core during the study period likely reflected changes to teaching team structures, training, attention to inclusion and equity, and collaboration to implement active learning strategies. The Core curriculum meets its intended goals by providing critical learning abilities to support ongoing interdisciplinary work.

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Master of public health practicum: Global trends and current practices.

10.21203/rs.3.rs-23200/v1 ◽

2020 ◽

Author(s):

Hannah Gummeson ◽

Sonika Raj Goel ◽

Khalifa Elmusharaf

Keyword(s):

Public Health ◽

Health Education ◽

Experiential Learning ◽

Best Practices ◽

Best Practice ◽

Public Health Education ◽

Health Programs ◽

Public Health Programs ◽

Master Of Public Health ◽

Study Results

Abstract Background The field of graduate public health (GPH) education currently lacks clear, universal criteria for the integration of practice-based elements into the curriculum. The concept of the ‘practicum’ is well endorsed and there is a growing recognition that experiential learning is a crucial aspect of career development for the next generation of public health professionals, benefiting not only students, but also the profession and communities it serves. However, many leading academic institutions continue to emphasize research over experiential learning in public health, making practicums much less commonplace in education centers across the globe. Methods The purpose of this research was to review global best practices in graduate public health program design in order to identify commonalities and use the findings to inform practicum development.Data collection for this research was entirely web-based. Practicum guidelines from a globally diverse sample of graduate public health programs were reviewed. Data was compiled from universities’ websites and available online sources and collated into an Excel file. Descriptive statistics were computed for each study variable.Results We screened 108 graduate public health programs and 35 eligible programs were included in the study. Results were reported according to prerequisites & practicum scheduling, practicum contact hours & duration, credit hours & overall credit weighting, competencies, supervision, written agreement, objectives & deliverables, and approach to assessment. This research resulted in 13 recommendations intended to guide graduate public health practicum design. Based on the analysis of current best practice, the recommendations address the following four key domains: practicum design, mentorship & supervision, learning outcomes and evaluation. Conclusions This research demonstrates a global recognition of the benefit of practice experience in graduate public health education. However, the integration of practical components into curricula is inconsistent when viewed through a global lens. There is also significant variation in the structure of existing practical components. We propose that this study be utilized as a tool spark a global dialogue about best practices in graduate public health education through the identification common practices and opportunities for improvement.

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Predictors of HIV Preexposure Prophylaxis Initiation Among Public Health Clients in Rural and Small Urban Areas in Iowa

Public Health Reports ◽

10.1177/0033354920966026 ◽

2020 ◽

pp. 003335492096602

Author(s):

M. Bryant Howren ◽

Shelby L. Francis ◽

Linnea A. Polgreen ◽

Cody Shafer ◽

Angela Hoth ◽

...

Keyword(s):

Public Health ◽

Urban Areas ◽

Health Department ◽

Sexual History ◽

Baseline Survey ◽

Public Health Departments ◽

Preexposure Prophylaxis ◽

Intervention Specialist ◽

Disease Intervention Specialist

Objective Preexposure prophylaxis (PrEP) is a safe and effective method for HIV prevention, but little is known about PrEP uptake in rural and small urban areas. We described rates and predictors of HIV PrEP initiation among public health clients in rural and small urban areas in Iowa. Methods This was a prospective cohort study of clients with PrEP indications served by HIV testing and disease intervention specialist/partner services (DIS/PS) programs in public health departments in Iowa from February 1, 2018, through February 28, 2019. Eligible participants were aged 18-70 and referred for PrEP by public health personnel. Participants completed surveys at enrollment addressing demographic characteristics; sexual history; previous drug use; PrEP experiences; and knowledge, attitudes, and beliefs about PrEP. A follow-up survey assessed PrEP initiation at 30 days. We compared baseline characteristics of PrEP initiators and non-initiators. Results Two hundred thirty-four public health clients consented to participate in the study; 189 completed the baseline survey, and 117 (61.9%) completed the follow-up survey. The mean age of participants in the baseline survey was 30 (range, 18-68); 109 (57.7%) were male, 127 (67.2%) were White, and 169 (89.4%) lived in a rural or small urban area. Of 117 participants in the follow-up survey, those who initiated PrEP were significantly more likely than those who did not initiate PrEP to be referred by DIS/PS programs (46.7% vs 7.8%, P < .001) and to recognize that PrEP was ≥90% effective (86.7% vs 35.3%, P = .001). No PrEP initiators and 8 PrEP non-initiators agreed that PrEP is for promiscuous people (0% vs 7.8%, P = .04). Perceived PrEP stigma was low and not associated with PrEP initiation. Conclusions PrEP initiation rates were low among rural and small urban health department clients. Interventions are needed to improve linkage to PrEP among rural and small urban public health clients.

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Comparing Student Learning, Satisfaction, and Experiences Between Hybrid and In-Person Course Modalities: A Comprehensive, Mixed-Methods Evaluation of Five Public Health Courses

Pedagogy in Health Promotion ◽

10.1177/2373379920963660 ◽

2020 ◽

pp. 237337992096366

Author(s):

Elizabeth Reisinger Walker ◽

Delia L. Lang ◽

Melissa Alperin ◽

Milkie Vu ◽

Caroline M. Barry ◽

...

Keyword(s):

Public Health ◽

Mixed Methods ◽

Student Learning ◽

Response Rate ◽

Public Health Education ◽

Lessons Learned ◽

Master Of Public Health ◽

Learning Satisfaction ◽

Mixed Methods Evaluation ◽

Student Focus

Schools and programs of public health are expanding online course offerings, particularly in response to the transition to remote learning due to COVID-19. While previous research in the health professions suggests that online and in-person modalities are equally effective in supporting student learning, there is minimal evidence of this in public health education. This evaluation examines the effectiveness of newly developed online or hybrid course sections offered to Master of Public Health (MPH) and Master of Science in Public Health (MSPH) students enrolled in on-campus programs. We compared the effectiveness of these new offerings with that of the on-campus in-person courses and hybrid courses in the Executive MPH program. The purposes of this mixed-methods evaluation were to (1) assess student learning across the three course modalities and (2) examine student, instructor, and staff experiences with the modalities. The data included pre- and postcourse student surveys on 17 sections of five courses (precourse response rate: 51% to 98%; postcourse response rate: 12% to 57%), the participating students’ grades, five student focus groups, one focus group with academic advisors, and 11 instructor interviews. The findings indicate that the new online modality was equivalent to the in-person sections for student learning, satisfaction, and engagement. Mean student ratings of confidence in meeting the course learning objectives increased from the beginning to the end of the semester in all sections for all courses. Regardless of the modality, the students reported that the course improved their understanding of key concepts and that they were satisfied with their course. We discuss the lessons learned and recommendations for ensuring high-quality online learning experiences.

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Advancing the Certified in Public Health Examination: A Job Task Analysis

Public Health Reports ◽

10.1177/0033354917710015 ◽

2017 ◽

Vol 132 (4) ◽

pp. 518-523 ◽

Cited By ~ 2

Author(s):

Richard S. Kurz ◽

Christopher Yager ◽

James D. Yager ◽

Allison Foster ◽

Daniel H. Breidenbach ◽

...

Keyword(s):

Public Health ◽

Health Professionals ◽

Task Analysis ◽

Health Examination ◽

National Board ◽

Master Of Public Health ◽

Job Tasks ◽

Public Health Professionals ◽

Importance Ratings ◽

Job Task

Objectives: In 2014, the National Board of Public Health Examiners performed a job task analysis (JTA) to revise the Certified in Public Health (CPH) examination. The objectives of this study were to describe the development, administration, and results of the JTA survey; to present an analysis of the survey results; and to review the implications of this first-ever public health JTA. Methods: An advisory committee of public health professionals developed a list of 200 public health job tasks categorized into 10 work domains. The list of tasks was incorporated into a web-based survey, and a snowball sample of public health professionals provided 4850 usable responses. Respondents rated job tasks as essential (4), very important (3), important (2), not very important (1), and never performed (0). Results: The mean task importance ratings ranged from 2.61 to 3.01 (important to very important). The highest mean ratings were for tasks in the ethics domain (mean rating, 3.01). Respondents ranked 10 of the 200 tasks as the most important, with mean task rankings ranging from 2.98 to 3.39. We found subtle differences between male and female respondents and between master of public health and doctor of public health respondents in their rankings. Conclusion: The JTA established a set of job tasks in 10 public health work domains, and the results provided a foundation for refining the CPH examination. Additional steps are needed to further modify the content outline of the examination. An empirical assessment of public health job tasks, using methods such as principal components analysis, may provide additional insight.

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Realigning the Master of Public Health (MPH) to Meet the Evolving Needs of the Workforce

Pedagogy in Health Promotion ◽

10.1177/2373379917746698 ◽

2017 ◽

Vol 4 (4) ◽

pp. 301-311 ◽

Cited By ~ 3

Author(s):

Lisa M. Sullivan ◽

Amanda Velez ◽

Vanessa Boland Edouard ◽

Sandro Galea

Keyword(s):

Public Health ◽

Public Health Education ◽

Educational Technologies ◽

Student Debt ◽

Job Market ◽

Master Of Public Health ◽

Boston University ◽

Public Health Professionals ◽

Changing Economy ◽

And Training

Graduate public health education is evolving rapidly as a function of complex and interrelated factors including rising student debt, a changing economy and job market, varied perceptions of the value of higher education, and new educational technologies affecting how courses and programs are delivered. At the same time, employers are seeking more highly trained public health professionals across a broader range of industries including, but not limited to, government, health care, pharmaceutical, consulting, and education. We redesigned the Boston University Master of Public Health (BU MPH) curriculum to provide students with integrated foundational knowledge; specialized skills and training in key areas sought after by employers across industries and functions; and activities to build student’s professional capabilities and confidence. The BU MPH, detailed in this article, provides an illustration of an MPH that is interdisciplinary, flexible, and adaptable to meet the changing needs of the workforce.

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Strengthening Institutions for Public Health Education: Results of a SWOT Analysis From India to Inform Global Best Practices

10.21203/rs.3.rs-1044957/v1 ◽

2021 ◽

Author(s):

Emily Miller ◽

Megha Reddy ◽

Preetika Banerjee ◽

Haley Brahmbhatt ◽

Piyusha Majumdar ◽

...

Keyword(s):

Public Health ◽

Health Education ◽

Swot Analysis ◽

Public Health Education ◽

Health Training ◽

Master Of Public Health ◽

Public Health Training ◽

The World ◽

Education In India ◽

Public Health Challenges

Abstract Background: Developing public health educational programs that provide workers prepared to adequately respond to health system challenges is an historical dilemma. In India, the focus on public health education has been mounting in recent years. The COVID-19 pandemic is a harbinger of the increasing complexities surrounding public health challenges and the overdue need to progress public health education around the world. This paper aims to explore strengths and challenges of public health educational institutions in India, and elucidate unique opportunities to emerge as a global leader in reform. Methods: To capture the landscape of public health training in India, we initiated a web-based desk review of available offerings and categorized by key descriptors and program qualities. We then undertook a series of in-depth interviews with representatives from a purposively sample of institutions and performed a qualitative SWOT analysis. Results: We found that public health education exists in many formats in India. Although Master of Public Health (MPH) and similar programs are still the most common type of public health training outside of community medicine programs, other postgraduate pathways exist including PhDs, certificates and executing trainings. The strengths of public health education institutions include research capacities, financial accessibility, and innovation, yet there is a need to improve collaborations and harmonize training with career pathways. Growing attention to the sector, improved technologies and community engagement all hold exciting potential for public health education, whilst externally held misconceptions can threaten institutional efficacy and potential. Conclusions: The timely need for and attention to public health education in India present a critical juncture for meaningful reform. India may also be well-situated to contextualize and scale the types of trainings needed to address complex challenges and serve as a model for other countries and the world.

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Virtual Experiential Learning: A Description of an Internship Framework That Engages Students to Build Public Health Competencies

Pedagogy in Health Promotion ◽

10.1177/2373379920977537 ◽

2020 ◽

pp. 237337992097753

Author(s):

Olivia S. Anderson ◽

Carolyn F. McCabe ◽

Samantha A. Chuisano ◽

Emily Wicoff ◽

Aria Grabowski ◽

...

Keyword(s):

Public Health ◽

Experiential Learning ◽

Oral Communication ◽

Academic Program ◽

Master Of Public Health ◽

Breastfeeding Knowledge ◽

Breastfeeding Education ◽

Hands On ◽

Dual Degrees ◽

Team Engagement

As technology for remote learning advances, it is critical to understand how public health internship preceptors or faculty can provide engaging virtual experiential learning experiences for pre-professionals. We aimed to examine whether a virtual internship offered through a breastfeeding education company engaged learners to develop public health skills resulting in products beneficial for the internship site and learner. We provided a menu of tools to consider when developing virtual experiential opportunities. Master of Public Health students seeking dual-degrees in dietetics, nursing, and social work participated. Value of the interprofessional team, engagement, knowledge attainment, and translational skills were assessed through diverse modalities including surveys, oral communication, and products relevant to the internship site and interns’ academic program. Interns indicated that they valued the internship team and felt the team valued each intern’s opinion. Interns developed products useful to the internship site, suggesting active engagement in the virtual experience. Interns’ breastfeeding knowledge developed as the internship progressed demonstrated through oral communication as the content conveyed and discussed by interns advanced in cognitive level. The most frequently practiced translational skills reported by interns were research and communication. Virtual experiential learning can be hands-on resulting in professional skill development. This work aides in the understanding of how to feasibly implement an engaging remote internship.

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Future directions of Doctor of Public Health education in the United States: a qualitative study

BMC Public Health ◽

10.1186/s12889-021-11086-z ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Chulwoo Park ◽

Gene Migliaccio ◽

Mark Edberg ◽

Seble Frehywot ◽

Geralyn Johnson

Keyword(s):

Public Health ◽

United States ◽

Teaching Practice ◽

Public Health Education ◽

The United States ◽

Public Health Research ◽

Leadership Education ◽

Academic Program ◽

Unique Character ◽

The Future

Abstract Background The Doctor of Public Health (DrPH) degree is an advanced and terminal professional degree that prepares the future workforce to engage in public health research, teaching, practice, and leadership. The purpose of the present research was to discuss the desirable future direction and optimal education strategies for the DrPH degree in the United States. Methods A total of 28 Council on Education for Public Health (CEPH)-accredited DrPH programs in the United States was identified through the Association of Schools and Programs of Public Health (ASPPH) Academic Program Finder. Then, a qualitative analysis was conducted to obtain perspectives from a total of 20 DrPH program directors through in-depth interviews. Results A DrPH program should be recognized as equal but different from an MPH or a PhD program and strengthen the curriculum of methodology and leadership education. It is important that a DrPH program establishes specific partnerships with other entities and provide funding for students. In addition, rather than being standardized nationwide, there is value in each DrPH program maintaining its unique character and enabling students to be open to all career pathways. Conclusions The future of DrPH programs in the twenty-first century should aim at effective interdisciplinary public health approaches that draw from the best of both academic and applied sectors. A DrPH program is expected to provide academic, applied public health, and leadership training for students to pursue careers in either academia or the public/private sector, because public health is an applied social science that bridges the gap between research and practice.

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