Instruction of Evaluation Competencies in Council on Education for Public Health (CEPH)-Accredited Master of Public Health (MPH) Degree Programs

2019 ◽  
Vol 40 (4) ◽  
pp. 590-606
Author(s):  
Kristin A. Hobson ◽  
Chris L. S. Coryn ◽  
Leslie A. Fierro ◽  
Catherine M. Sherwood-Laughlin
Keyword(s):  
Public Health ◽  
Degree Programs ◽  
Two Phase ◽  
Master Of Public Health ◽  
Research On Evaluation ◽  
The Past ◽  
Reading Materials ◽  
Mixed Method Design ◽  
Accredited Schools ◽  
Evaluation Courses

Although research on evaluation instruction has increased in the past decade, little is known about evaluation education in Council on Education for Public Health (CEPH)–accredited schools of public health and master of public health (MPH) programs. In this study, instruction of competencies for program evaluators as enumerated by Stevahn, King, Ghere, and Minnema and pedagogies used by instructors to cover the competencies in the MPH degree within CEPH-accredited schools and programs are investigated. To understand these questions, a two-phase sequential mixed method design was used where the first was a review of 156 schools and programs and their 652 evaluation course offerings and the second consisted of administration of a survey to the 580 instructors who taught evaluation courses coded as either partially or fully focused on evaluation, of which 128 responded (22.07%). Results suggest evaluation courses in CEPH-accredited schools and programs cover many evaluator competencies, albeit to various degrees, predominately through lectures and reading materials.

LGBTQ Intimate Partner Violence

2017 ◽  
Author(s):  
Adam M. Messinger
Keyword(s):  
Public Health ◽  
Intimate Partner Violence ◽  
Partner Violence ◽  
Intimate Partner ◽  
Sexual Relationships ◽  
Evidence Based ◽  
Policy Practice ◽  
The Past ◽  
Victim Services ◽  
Public Health Threat

Many nations today recognize intimate partner violence (IPV) in romantic-sexual relationships as a major public health threat, yet not all victims are treated equally. Contrary to myths, lesbian, gay, bisexual, trans*, and queer (LGBTQ) people are more likely to experience IPV than heterosexual-cisgender people. Unfortunately, LGBTQ victims face major barriers to reaching safety in a world that too often stigmatizes their identities and overlooks their relationships when forming victim services and policies. Offering a roadmap forward, LGBTQ Intimate Partner Violence: Lessons for Policy, Practice, and Research is the first book to synthesize nearly all existing research from the past forty years on this pressing issue. At once highly organized and engaging, it provides evidence-based tips for academic and nonacademic audiences alike.

scholarly journals Dual MD–MPH Degree Students in the United States: Moving the Medical Workforce Toward Population Health

2021 ◽  
pp. 003335492097842
Author(s):  
Jo Marie Reilly ◽  
Christine M. Plepys ◽  
Michael R. Cousineau
Keyword(s):  
Public Health ◽  
United States ◽  
Population Health ◽  
Health Care Policy ◽  
The United States ◽  
Extensive Literature ◽  
Master Of Public Health ◽  
Telephone Interviews ◽  
Public Health Training ◽  
The Impact

Objective A growing need exists to train physicians in population health to meet the increasing need and demand for physicians with leadership, health data management/metrics, and epidemiology skills to better serve the health of the community. This study examines current trends in students pursuing a dual doctor of medicine (MD)–master of public health (MPH) degree (MD–MPH) in the United States. Methods We conducted an extensive literature review of existing MD–MPH databases to determine characteristics (eg, sex, race/ethnicity, MPH area of study) of this student cohort in 2019. We examined a trend in the MD community to pursue an MPH career, adding additional public health and health care policy training to the MD workforce. We conducted targeted telephone interviews with 20 admissions personnel and faculty at schools offering MD–MPH degrees in the United States with the highest number of matriculants and graduates. Interviews focused on curricula trends in medical schools that offer an MD–MPH degree. Results No literature describes the US MD–MPH cohort, and available MD–MPH databases are limited and incomplete. We found a 434% increase in the number of students pursuing an MD–MPH degree from 2010 to 2018. The rate of growth was greater than the increase in either the number of medical students (16%) or the number of MPH students (65%) alone. Moreover, MD–MPH students as a percentage of total MPH students more than tripled, from 1.1% in 2010 to 3.6% in 2018. Conclusions As more MD students pursue public health training, the impact of an MPH degree on medical school curricula, MD–MPH graduates, and MD–MPH career pursuits should be studied using accurate and comprehensive databases.

The Use of Twitter as an Interactive Learning Tool Within a Postgraduate Public Health Course: A Pilot Study

2020 ◽  
pp. 237337992097842
Author(s):  
Rimante Ronto ◽  
Alexandra Bhatti ◽  
Josephine Chau
Keyword(s):  
Public Health ◽  
Online Survey ◽  
Learning Experience ◽  
Empirical Studies ◽  
Teaching Staff ◽  
Learning Tool ◽  
Interactive Approach ◽  
Master Of Public Health ◽  
Use Of Social Media ◽  
The Impact

Twitter has gained attention in recent years as a tool to use in higher education to enhance students’ learning, engagement, and reflective writing. This study explored public health students’ perceptions on the usefulness of Twitter as a learning tool, engagement with their peers, staff, and the broader public health community. Participants were Master of Public Health students from a public university based in Sydney, Australia. A mixed methods approach was used combining content analysis of tweets, an online survey and two focus groups. Students were asked to engage with Twitter by reflecting on each week’s teaching content and by liking and replying to their peers’ tweets. Participation and engagement in this task were high initially and declined toward the end of semester. Most student tweets aligned with topics taught during the semester. Survey and focus group data indicated most students had positive views on using Twitter and reported finding engagement with Twitter beneficial in obtaining current information on health promotion news and trends, increasing their professional networks and allowing them to connect with their peers and teaching staff. Results indicate Twitter is a promising interactive approach to enhance public health students’ engagement and overall learning experience, as well as being useful for professional networking. Larger scale empirical studies are needed to investigate the impact of the use of social media platforms such as Twitter to various learning outcomes longitudinally and beyond this course.

scholarly journals Innovative methods in teaching public health ethics. The need to adapt to the new times: from challenge to opportunity

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Buron Pust ◽  
A Segura
Keyword(s):  
Public Health ◽  
Teaching Strategies ◽  
Flipped Classroom ◽  
Role Playing ◽  
Public Health Ethics ◽  
Master Of Public Health ◽  
Health Ethics ◽  
Parliamentary Debate ◽  
Massive Online Open Courses ◽  
Open Courses

Abstract Background Public Health Ethics (PHE) has been taught first as optional and later as a mandatory subject in the Master of Public Health in Barcelona for about 6 years. During these years, professors have adapted the methodology to make it more attractive and to maximize students' participation and time spent debating and practicing moral reasoning. Objectives To showcase 3 different teaching strategies or methods, presenting for each of them: resources required, outcomes so far in terms of satisfaction and exam performance, as well as the pros and cons from the teacher's perspective. Results Flipped-classroom strategy: theoretical content is delivered outside the classroom, and the practice into the classroom. Works well but needs incentives for compliance in reading. Versatile debating Methods: from parliamentary debate, to role-playing, online debate, etc. Depending on the Case-study, some work better than others; in the online they practice written deliberation skills, but it is important to set rules. MOOC: Massive Online Open Courses in PHE. Can be used as independent teaching material, it is a great tool to introduce PHE into other PH areas and non-teaching environments. Conclusions So far, these methods have proven to increase students' motivation and engagement in Public Health Ethics. Key messages Practising reflection and debating skills is an essential part of PHE. Modern teaching strategies, more interactive and online-based, can help maximising the time spent in these activities. Although challenging and time-consuming at first, these methods also increase students' interest in PHE.

Preventive aspect of ayurveda and yoga towards newly emerging disease COVID-19

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Ranjeet S. Sawant ◽  
Bharat D. Zinjurke ◽  
Sandeep V. Binorkar
Keyword(s):  
Public Health ◽  
Severe Acute Respiratory Syndrome ◽  
Medical Care ◽  
Supportive Therapy ◽  
Prophylactic Therapy ◽  
Current Line ◽  
Therapeutic Aspect ◽  
The Past

Abstract The ongoing coronavirus pandemic is caused by severe acute respiratory syndrome coronavirus 2 (SARS CoV 2) and unique in various facets. The earlier experience from the past severe acute respiratory syndrome (SARS) epidemics seem to be insufficient and there is need for better strategies in public health and medical care. Ayurved & Yog are well known for their preventive and therapeutic aspect, but not getting utilized properly for prevention of Covid 19 crisis which may also be helpful as supportive therapy along with current line of management. This paper is aimed at unrevealing the role of Ayurved and Yoga guidelines established by Department of AYUSH for prevention from SARS-CoV-2 by providing help to improving the quality of supportive/prophylactic therapy in relation with their immunity.

scholarly journals Trends in breastfeeding practices and mothers’ experience in the French NutriNet-Santé cohort

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Frédéric Courtois ◽  
Sandrine Péneau ◽  
Benoît Salanave ◽  
Valentina A. Andreeva ◽  
Marie Françoise Roland-Cachera ◽  
...  
Keyword(s):  
Public Health ◽  
Census Data ◽  
Breastfeeding Duration ◽  
Breastfeeding Initiation ◽  
Breastfeeding Support ◽  
The Public ◽  
The Past ◽  
Breastfeeding Practices ◽  
Breastfeeding Education ◽  
Breastfeeding Cessation

Abstract Background France has one of the lowest rates in the world regarding breastfeeding initiation and duration. Few studies have explored breastfeeding practices in France since the middle of the twentieth century, or following from initiation to cessation. The purpose of our study was to determine trends in breastfeeding over the past decades regarding public health recommendations, and to examine mothers’ perceptions about factors known to have an impact on breastfeeding support and cessation. Methods From the NutriNet-Santé cohort, 29,953 parous women (launched in 2009 to study relation between nutrition and health), were included in the present study. Using web-questionnaires, they were asked retrospectively if they had breastfed their youngest child or not, and if so, the duration of exclusive and total breastfeeding. For those who had breastfed, we investigated their perceptions about support at initiation and during the entire breastfeeding period and reasons for breastfeeding cessation. We also asked those who did not breastfeed about their perceptions and reasons for infant formula feeding their youngest child. Analyses were weighted according to the French census data. Results In the NutriNet-Santé cohort, 67.3% of mothers breastfed their youngest child. The proportion of breastfed children increased over the past few decades, from 55.0% (95% CI 54.3, 55.6) in the 1970s to 82.9% (82.4, 83.4) in the 2010s. Total and exclusive breastfeeding duration went from 3.3 months and 2.4 months respectively in the 1970s to 5.9 months and 3.2 months respectively in the 2010s. Most mothers felt supported at initiation and during the breastfeeding period. A reported desire to have breastfed longer than two months was 59.5%. Mothers who did not breastfeed did it by choice (64.3%). They did not feel guilty (78.2%) and did not perceive a problem not to breastfeed (58.8%), but almost half of them would have liked to have breastfed (45.9%). Conclusion Breastfeeding duration has increased in the past decades but did not reach the public health recommendations threshold. Targets other than mothers have to be considered for breastfeeding education, like the partner and her environment, to increase breastfeeding practices. Trial registration The study was registered at ClinicalTrials.gov (NCT03335644).

Detection of Flaviviral-Like DNA Sequences in Aedes aegypti (Diptera: Culicidae) Collected From Argentina

2021 ◽  
Author(s):  
Melisa B Bonica ◽  
Dario E Balcazar ◽  
Ailen Chuchuy ◽  
Jorge A Barneche ◽  
Carolina Torres ◽  
...  
Keyword(s):  
Public Health ◽  
Aedes Aegypti ◽  
Dna Sequences ◽  
Immature Stages ◽  
Public Health Burden ◽  
The Past ◽  
Health Burden ◽  
The World ◽  
Aegypti Genome ◽  
Dengue Epidemics

Abstract Diseases caused by flaviviruses are a major public health burden across the world. In the past decades, South America has suffered dengue epidemics, the re-emergence of yellow fever and St. Louis encephalitis viruses, and the introduction of West Nile and Zika viruses. Many insect-specific flaviviruses (ISFs) that cannot replicate in vertebrate cells have recently been described. In this study, we analyzed field-collected mosquito samples from six different ecoregions of Argentina to detect flaviviruses. We did not find any RNA belonging to pathogenic flaviviruses or ISFs in adults or immature stages. However, flaviviral-like DNA similar to flavivirus NS5 region was detected in 83–100% of Aedes aegypti (L.). Despite being previously described as an ancient element in the Ae. aegypti genome, the flaviviral-like DNA sequence was not detected in all Ae. aegypti samples and sequences obtained did not form a monophyletic group, possibly reflecting the genetic diversity of mosquito populations in Argentina.

Incorporating practical application in graduate introductory public health courses

2015 ◽  
Vol 23 (4) ◽  
pp. 309-322
Author(s):  
Jacey A. Greece ◽  
Joanne G. Patterson ◽  
Sarah A. Kensky ◽  
Kate Festa
Keyword(s):  
Public Health ◽  
Practical Application ◽  
Multiple Perspectives ◽  
Chi Square ◽  
Content Type ◽  
Master Of Public Health ◽  
Course Content ◽  
Course Assessment ◽  
Post Test ◽  
Competency Based

Purpose – The purpose of this paper is to examine the utility of a redesigned course assessment in a required, introductory Master of Public Health (MPH) course to demonstrate competency achievement through practical application. School of public health curricula are informed by competency-based education (CBE) to prepare students for the field. This is a challenge in introductory courses as traditional assessments do not translate into practical application of knowledge. Design/methodology/approach – This retrospective post-test-only evaluation examined a practice-based, multi-disciplinary assessment utilized in Fall 2014 (n = 63 students). Web-based surveys were administered three months after the course to participating students (n = 33), the teaching team or teaching teams (n = 7) and organization representatives (n = 3) to evaluate the utility of the assessment. Questions were analyzed descriptively using chi-square tests, where applicable responses were compared across groups. Findings – Results indicate that a practice-based assessment in an introductory MPH course may enhance student learning by fostering deeper appreciation and application of course content while more closely reflecting the collaborative, multi-disciplinary and problem-solving nature of practice. The assessment may also increase the depth of competency achievement and career preparedness. Practical implications – Institutions that are guided by CBE, train students for multi-disciplinary practice and are impacted by the changing landscape of the field may want to consider course assessments that mimic practice to best prepare students. Originality/value – Course assessments should be evaluated to ensure they appropriately measure competency achievement. This evaluation provides multiple perspectives on the process and outcome of a practice-based course assessment.

Driving and Public Health

2021 ◽  
Keyword(s):  
Public Health ◽  
United States ◽  
Health Problem ◽  
Cell Phone ◽  
Motor Vehicle ◽  
Electronic Device ◽  
Public Health Problem ◽  
The United States ◽  
Distracted Driving ◽  
The Past

Distracted driving is defined in the Oxford English Dictionary as “the practice of driving a motor vehicle while engaged in another activity, typically one that involves the use of a mobile phone or other electronic device.” However, other distractions not involving the use of a cell phone or texting are important as well, contributing to this burgeoning public health problem in the United States. Examples include talking to other passengers, adjusting the radio or other controls in the car, and daydreaming. Distracted driving has been linked to increased risk of motor vehicle crashes (MVCs) in the United States, representing one of the most preventable leading causes of death for youth ages 16 to 24 years. Undoubtedly, the proliferation of cell phone, global positioning system (GPS), and other in-vehicle and personal electronic device use while driving has led to this rise in distracted driving prevalence. This behavior has impacted society—including individual and commercial drivers, passengers, pedestrians—in countless numbers of ways, ranging from increased MVCs and deaths to the enactment of new driving laws. In 2016, for example, 20 percent of all US pediatric deaths (nearly 4,000 children and adolescents) were due to fatal MVCs. It has been estimated that at any given time, more than 650,000 drivers are using cell phones or manipulating electronic devices while driving. In the United States, efforts are underway to reduce this driving behavior. In the past two decades, state and federal laws have specifically targeted cell phone use and texting while driving as priority areas for legal intervention. Distracted driving laws have become “strategies of choice” for tackling this public health problem, though their enforcement has emerged as a major challenge and varies by jurisdiction and location. Multimodal interventions using models such as the “three Es” framework—Enactment of a law, Education of the public about the law and safety practices, and Enforcement of the law—have become accepted practice or viewed as necessary steps to successfully change this behavior caused by distractions while driving. This Oxford Bibliographies review introduces these and other aspects (including psychological influences and road conditions) of distracted driving through a presentation of annotated resources from peer- and non-peer-reviewed literature. This selective review aims to provide policymakers, program implementers, and researchers with a reliable source of information on the past and current state of American laws, policies, and priorities for distracted driving.

Cuba and the Covid-19 pandemic

2021 ◽  
Vol 122 (1) ◽  
pp. 118-131
Author(s):  
Bob Oram
Keyword(s):  
Public Health ◽  
United States ◽  
Health System ◽  
Health Professionals ◽  
The United States ◽  
The Past ◽  
The Uk ◽  
Universal Health

For the UK struggling to deal with the Covid-19 pandemic, the experience of Cuba’s Ministry of Public Health over the past six decades provides the clearest case for a single, universal health system constituting an underlying national grid dedicated to prevention and care; an abundance of health professionals, accessible everywhere; a world-renowned science and biotech capability; and an educated public schooled in public health. All this was achieved despite being under a vicious blockade by the United States for all of that time.

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