Developing Equity-Focused Education in Academic Public Health: A Multiple-Step Model

2021 ◽  
Vol 7 (4) ◽  
pp. 366-371 ◽  
Author(s):  
Julianna Perez ◽  
William R. Leonard ◽  
Virginia Bishop ◽  
Leah C. Neubauer
Keyword(s):  
Public Health ◽  
Health Equity ◽  
Real World ◽  
World Knowledge ◽  
Community Partners ◽  
Public Health Programs ◽  
Training Support ◽  
Step Model ◽  
Review Model ◽  
Public Health Practitioners

Education and training support public health practitioners in identifying and addressing challenges related to equitable health concerns. This article details a four-step Curricular Responsive Review Model (CRRM) generated by educators in a Council on Education for Public Health–accredited public health program to systematically understand and gather feedback on how to develop a responsive curriculum for their students. A review of all course syllabi was conducted by two faculty members and a doctoral student to identify curricular gaps and overlap. These findings, critical team dialogues, and a review of the literature informed the development of a survey to identify the health equity concepts and skills needed by MPH students. Community partners ( n = 4) responded to health equity education questions to detail the essential concepts and skills needed to teach students. Health equity educators (HEEs; n = 4) were then consulted on how to address knowledge gaps through pedagogy and educational resources. Community partners provided a list of areas that students should be educated in to enrich their health equity understandings. Recommendations were generated for integrating those concepts/skills into course teaching plans. The four-step CRRM in health equity education provides an opportunity for public health programs to engage in systematic mapping and critically reflective review processes to address curricular gaps and overlap. Mechanisms to receive real-world knowledge on health equity from a variety of stakeholders are essential to ensure real-word practical learning. The CRRM identifies systematic, responsive curricular mapping and review in public health as essential for meaningful, real-world equity education in disciplines beyond public health and health promotion.

Demystifying Public Health Policy Through Service-Learning Pedagogy

2019 ◽  
Vol 6 (2) ◽  
pp. 128-136
Author(s):  
Maxim Gakh
Keyword(s):  
Public Health ◽  
Health Policy ◽  
Service Learning ◽  
Public Health Policy ◽  
Public Health Practice ◽  
Great Promise ◽  
Public Health Programs ◽  
Training Stress ◽  
Pedagogy Literature ◽  
Public Health Practitioners

Policy shapes the health of communities by enabling and limiting public health practice. Major organizations that focus on public health systems, education, and training stress the importance of policy to population health. They also recognize that practitioners should learn, practice, and be able to deploy policy skills. However, despite the recognized role of policy in public health, some public health practitioners remain uncomfortable with policy. And although teaching policy in public health programs appears on the rise, public health policy pedagogy literature is limited and tends to define policy narrowly. Service learning, which is used to teach other skills critical for public health, exhibits great promise as a tool to teach public health policy. This article describes an interdisciplinary, graduate-level public health policy course that relies on a service-learning approach. The course aims to teach public health policy principles, theories, and concepts and to make students more comfortable with public health policy through applied learning.

The Real-World Writing Project for Public Health Students: A Description and Evaluation

2020 ◽  
pp. 237337992092809
Author(s):  
Olivia S. Anderson ◽  
Ella August
Keyword(s):  
Public Health ◽  
Real World ◽  
Community Partner ◽  
Community Partners ◽  
The Real ◽  
Writing Project ◽  
Online Evaluation ◽  
Midwestern University ◽  
Future Work

Writing is a key skill for Public Health students, but instructors are not necessarily trained in how to teach writing. The Real-World Writing Project requires students to produce a writing project proposed by a community partner, for example, a report. The project includes multiple assignments that incorporate recommended characteristics for effective assigned writing. This article describes implementation of this project in two Public Health undergraduate courses at a large Midwestern University, including the type of products students produced, the number and type of community partners who participated, and student and community partner evaluations. Anonymous online evaluation surveys were distributed to community partners and students. We received responses from 19 community partners and 53 students. Partners were satisfied with the quality of 94% of the student products and were satisfied with their overall experience with the Real-World Writing Project (mean rating 5.14 on 6-point Likert-type scale, where 6 = extremely satisfied). Partners rated 85% of students as having satisfactory communication with them and were satisfied with the professionalism of 94% of students. Ninety-four percent of students reported being satisfied with the final product they produced and 84% of students indicated that working with their community partner was “very easy.” Students reported that the Real-World Writing Project was beneficial to them versus a more traditional assignment (mean response of 8.0 [ SD 2.3], where 1 represented the least and 10 represented the most satisfaction). Future work will include an evaluation of the project within graduate-level courses.

Case Study—The Alliance for Health Equity: Hospitals, Health Departments, and Community Partners Working Together for Health Equity in Chicago and Suburban Cook County

2019 ◽  
pp. 271-282
Author(s):  
Jess Lynch ◽  
Megan Cunningham ◽  
Julie Morita
Keyword(s):  
Public Health ◽  
Health Care ◽  
Community Health ◽  
Health Equity ◽  
Cook County ◽  
Community Partners ◽  
Working Together ◽  
Health Project ◽  
Common Vision

This chapter provides case studies from Chicago and Cook County. Chicago and suburban Cook County epitomize a complex health care and public health landscape, which the chapter outlines in detail. It lists factors that converged in 2015 to provide opportunities for a collective community health project in the area. This alchemy of factors in 2015 resulted in the launch of two hospital collaboratives with similar goals. In 2017, the two collaboratives merged to form the Alliance for Health Equity. The success of this merger is a testament to the commitment of the hospital and public health leaders to a common vision of health equity and their opposition to letting competition or individual interests undermine the collective potential.

Glossary of health equity in the context of environmental public health practice

2019 ◽  
Vol 73 (9) ◽  
pp. 806-809 ◽  
Author(s):  
Karen Rideout ◽  
Dianne Oickle
Keyword(s):  
Public Health ◽  
Health Equity ◽  
Public Health Practice ◽  
Health Sector ◽  
Health Inequities ◽  
Environmental Public Health ◽  
The Social ◽  
Health Practitioners ◽  
Canadian Context ◽  
Public Health Practitioners

Health equity is increasingly present as an overarching goal in public health policy frameworks across the globe. Public health actions to support health equity are challenging because solutions to the root causes of health inequities often lie outside of the health sector, and a specific role for environmental public health practitioners has not been clearly articulated. The regulatory nature of the environmental public health profession means that their role is particularly ambiguous. Still, environmental public health practitioners are well situated to identify and respond to factors that contribute to health inequities because of their role as front-line professionals who interact with a wide cross-sector of the population. This Glossary, rooted primarily in the Canadian context but drawing on lessons from elsewhere, describes environmental public health regulatory practice in relation to health equity, including approaches that practitioners can use to contribute to addressing the social determinants of health.

scholarly journals Health Equity, Population Health, and Climate Change Adaptation in Ontario, Canada

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Chris G. Buse
Keyword(s):  
Public Health ◽  
Climate Change ◽  
Adaptive Capacity ◽  
Health Equity ◽  
Climate Change Adaptation ◽  
Health Inequity ◽  
Health Practitioners ◽  
Health Equality ◽  
Public Health Practitioners ◽  
Depth Interviews

Climate change holds the potential to exacerbate existing health inequalities, yet understanding how practitioners conceive health equity and health equality has received little attention in the scholarly literature. This contribution utilizes in-depth interviews with public health practitioners from health units across Ontario, Canada to characterize understandings of equity in relation to on-going climate change adaptation work. Perceptions of health equity and associated public health practices are described before discussing the resulting implications for how and why practitioners take up the equity agenda in relation to climate change. In doing so, this work problematizes existing public health tools and competencies and signals the emergence of new practices capable of simultaneously promoting adaptive capacity to climate change and reducing health inequity in Ontario.

scholarly journals Governance for public health and health equity: The Tröndelag model for public health work

2018 ◽  
Vol 46 (22_suppl) ◽  
pp. 37-47 ◽  
Author(s):  
Monica Lillefjell ◽  
Eva Magnus ◽  
Margunn SkJei Knudtsen ◽  
Guri Wist ◽  
Sissel Horghagen ◽  
...  
Keyword(s):  
Public Health ◽  
Population Health ◽  
Health Equity ◽  
Mixed Methods Research ◽  
Impact Factors ◽  
Health Work ◽  
Knowledge Based ◽  
Step Model ◽  
Health Quality ◽  
Sectoral Development

Background: Multi-sectoral governance of population health is linked to the realization that health is the property of many societal systems. This study aims to contribute knowledge and methods that can strengthen the capacities of municipalities regarding how to work more systematically, knowledge-based and multi-sectoral in promoting health and health equity in the population. Methods: Process evaluation was conducted, applying a mixed-methods research design, combining qualitative and quantitative data collection methods. Results: Processes strengthening systematic and multi-sectoral development, implementation and evaluation of research-based measures to promote health, quality of life, and health equity in, for and with municipalities were revealed. A step-by-step model, that emphasizes the promotion of knowledge-based, systematic, multi-sectoral public health work, as well as joint ownership of local resources, initiatives and policies has been developed. Conclusions: Implementation of systematic, knowledge-based and multi-sectoral governance of public health measures in municipalities demand shared understanding of the challenges, updated overview of the population health and impact factors, anchoring in plans, new skills and methods for selection and implementation of measures, as well as development of trust, ownership, shared ethics and goals among those involved.

Risk Attitudes and Behavior Among Norwegian Adolescents

2005 ◽  
Vol 10 (1) ◽  
pp. 25-38 ◽  
Author(s):  
Hilde Iversen ◽  
Torbjørn Rundmo ◽  
Hroar Klempe
Keyword(s):  
Public Health ◽  
Traffic Safety ◽  
Behavior Modification ◽  
Health Programs ◽  
Risk Attitudes ◽  
Community Based ◽  
Public Health Programs ◽  
The Core ◽  
And Behavior ◽  
Attitudes And Behavior

Abstract. The core aim of the present study is to compare the effects of a safety campaign and a behavior modification program on traffic safety. As is the case in community-based health promotion, the present study's approach of the attitude campaign was based on active participation of the group of recipients. One of the reasons why many attitude campaigns conducted previously have failed may be that they have been society-based public health programs. Both the interventions were carried out simultaneously among students aged 18-19 years in two Norwegian high schools (n = 342). At the first high school the intervention was behavior modification, at the second school a community-based attitude campaign was carried out. Baseline and posttest data on attitudes toward traffic safety and self-reported risk behavior were collected. The results showed that there was a significant total effect of the interventions although the effect depended on the type of intervention. There were significant differences in attitude and behavior only in the sample where the attitude campaign was carried out and no significant changes were found in the group of recipients of behavior modification.

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