scholarly journals Behavioral Communication Strategies for Global Epidemics: An Innovative Model for Public Health Education and Humanitarian Response

2020 ◽  
pp. 152483992091646
Author(s):  
Chris Dickey ◽  
Emily Holzman ◽  
Juliet Bedford ◽  
Erma Manoncourt ◽  
Clay Shirky ◽  
...  
Keyword(s):  
Public Health ◽  
Health Education ◽  
Behavior Change ◽  
Communication Strategies ◽  
Public Health Education ◽  
New York University ◽  
Humanitarian Response ◽  
Wide Range ◽  
Innovative Model ◽  
Behavioral Communication

In response to a number of growing global health challenges, New York University and UNICEF designed a Behavioral Communication Strategies for Global Epidemics course that brings together United Nations professionals, government staff, and MPH (Master of Public Health) students to design innovative social behavior change communication (SBCC) strategies that address disease outbreaks and humanitarian challenges around the world. Applying a systems approach, participants in the course work on interdisciplinary teams to design strategies, develop skills, and engage in global learning. At the culmination of the course, all teams present strategies to UNICEF country offices for implementation. This innovative model for disease outbreak, public health education, and humanitarian response provides professionals with an opportunity to develop a wide range of competencies, including systems thinking, behavior change, and human-centered design and equips them with the necessary tools to develop more novel approaches to SBCC. As the number of outbreaks and humanitarian challenges increase each year, this format for learning can serve as a model for how professionals can effectively address these complex crises.

scholarly journals The new frontier of public health education

2017 ◽  
Vol 30 (1) ◽  
pp. 2-7 ◽  
Author(s):  
David Birnbaum ◽  
Kathryn Gretsinger ◽  
Ursula Ellis
Keyword(s):  
Public Health ◽  
Health Education ◽  
Professional Education ◽  
Team Building ◽  
Real Life ◽  
Health Agency ◽  
Public Health Education ◽  
Content Type ◽  
Wide Range ◽  
Undergraduate Public Health

Purpose The aim of this paper is to describe the experience and educational benefits of a course that has several unique educational design features. Design/methodology/approach This includes narrative description of faculty and student experience from participants in a flipped-instructional-design inter-professional education course. Findings “Improving Public Health – An Interprofessional Approach to Designing and Implementing Effective Interventions” is an undergraduate public health course open to students regardless of background. Its student activities mirror the real-life tasks and challenges of working in a public health agency, including team-building and leadership; problem and project definition and prioritization; evidence-finding and critical appraisal; written and oral presentation; and press interviews. Students successfully developed project proposals to address real problems in a wide range of communities and settings and refined those proposals through interaction with professionals from population and public health, journalism and library sciences. Practical implications Undergraduate public health education is a relatively new endeavor, and experience with this new approach may be of value to other educators. Originality/value Students in this course, journalism graduate students who conducted mock interviews with them and instructors who oversaw the course all describe unique aspects and related personal benefit from this novel approach.

scholarly journals Preparing the public health workforce for digital health futures: the case for digital Health training & capacity building

2021 ◽  
Vol 31 (Supplement_3) ◽  
Author(s):  
B Wong ◽  
S Buttigieg ◽  
D Vital Brito
Keyword(s):  
Public Health ◽  
Health Education ◽  
Capacity Building ◽  
Health Workforce ◽  
Digital Health ◽  
Public Health Education ◽  
Well Being ◽  
Public Health Workforce ◽  
Health Technologies ◽  
Wide Range

Abstract Digital technologies are rapidly being integrated into a wide range of health fields, public health in particular. While ‘digital health' has the potential to significantly improve population health and well-being outcomes, its effective implementation and responsible use are contingent on building a public health workforce with a sufficient level of knowledge and skills to effectively navigate the digital transformations in health. In particular, the next generation of public health professionals-namely youth-must be adequately prepared to maximise the potential of these digital transformations. This presentation will highlight three key priority areas which should be prioritised in digital health education in public health to fully harness the potential benefits of digital health: capacity building, opportunities for youth, and an ethics-driven approach. It will also present applications of digital health (technologies) and best practices for public health education.

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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