A Pipeline to Increase Public Health Diversity: Describing the Academic Enrichment Components of the Summer Public Health Scholars Program

2021 ◽  
Vol 7 (1_suppl) ◽  
pp. 44S-50S ◽  
Author(s):  
Danielle M. Joyner ◽  
Eman Faris ◽  
Diana Hernández ◽  
Joyce Moon Howard ◽  
Robert E. Fullilove ◽  
...  
Keyword(s):  
Public Health ◽  
Medical Center ◽  
Underrepresented Students ◽  
Lessons Learned ◽  
Public Health Workforce ◽  
Columbia University ◽  
Biomedical Sciences ◽  
Health Training ◽  
Public Health Training ◽  
Academic Enrichment

A public health workforce that reflects the increasing diversity of the U.S. population is critical for health promotion and to eliminate persistent health disparities. Academic institutions must provide appropriate education and training to increase diversity in public health professions to improve efforts to provide culturally competent care and programs in the most vulnerable communities. Reaching into the existing talent pool of diverse candidates at the undergraduate level is a promising avenue for building a pipeline to advanced training and professional careers in the field of public health. The Summer Public Health Scholars Program (SPHSP) at the Columbia University Irving Medical Center (CUIMC) is a 10-week summer internship program with a mission to increase knowledge and interest in public health and biomedical sciences. Funded by the Centers for Disease Control and Prevention’s (CDC) Undergraduate Public Health Summer Programs, sponsored by the CDC’s Office of Minority Health and Health Equity, SPHSP aims to pipeline underrepresented students into public health graduate programs and careers by providing mentorship, academic enrichment, professional development, and field-based placements. The SPHSP is uniquely positioned to offer scholars a program that exposes them to core public health training components through the joint effort of all four CUIMC schools: public health, dentistry, nursing, and medicine. Here, we describe the program’s academic enrichment components, which provide advanced and multifaceted public health training opportunities. We discuss the impacts of the program on student outcomes and lessons learned in developing and refining the program model.

Building the Plane While Flying It: Lessons Learned in the Development of the North Carolina Local Performance Site for the HRSA Region IV Public Health Training Center

2017 ◽  
Vol 3 (1_suppl) ◽  
pp. 17S-20S ◽  
Author(s):  
Stephanie D. Smith ◽  
Katelyn G. Matney ◽  
Justine J. Reel ◽  
Nathaniel P. Miner ◽  
Randall R. Cottrell ◽  
...  
Keyword(s):  
Public Health ◽  
North Carolina ◽  
Lessons Learned ◽  
Public Health Workforce ◽  
Training Center ◽  
Health Training ◽  
The Public ◽  
The North ◽  
Public Health Training ◽  
Regional Public Health

Developing a public health training center has provided a unique opportunity to meet the training needs of the public health workforce across North Carolina. Furthermore, the training center has fostered collaborations with community partners and other universities in the state. This article describes some lessons learned while building a local performance site that may help inform and shape expectations about what it takes to build a public health training center. Recommendations for successfully creating a local performance site within the Regional Public Health Training Center model are included.

Tailoring Recruitment and Outreach Strategies for Underrepresented Students in Public Health Pipeline Programs

2021 ◽  
Vol 7 (1_suppl) ◽  
pp. 36S-43S
Author(s):  
Cleopatra Howard Caldwell ◽  
Dana Thomas ◽  
Hannah Hoelscher ◽  
Hallie Williams ◽  
Zachary Mason ◽  
...  
Keyword(s):  
Public Health ◽  
Underrepresented Students ◽  
Public Health Workforce ◽  
Recruitment Strategies ◽  
Collaborative Partnerships ◽  
Health Training ◽  
Public Health Training ◽  
Diverse Application ◽  
Control And Prevention ◽  
Institutional Linkages

Studies have shown that racial and ethnic minority health professionals are more likely than those in the majority to work in predominantly underserved, largely minority communities. Increasing the pool of underrepresented racial and ethnic professionals could help reduce health disparities. Summer programs giving minority students public health training and experiences can increase the number who enter the health professions. This article describes recruitment strategies for obtaining a diverse pool of applicants for such a program as part of a Centers for Disease Control and Prevention funded multisite undergraduate training program intended to increase the diversity of the public health workforce. The recruitment strategies used included institutional linkages, collaborative partnerships, and interpersonal contacts. No one strategy was more effective; however, Hispanic/Latinas were more likely to be recruited through institutional linkages, but less likely to be recruited through interpersonal contacts than other female groups. Understanding successful recruitment strategies to achieve a diverse application pool for public health training programs is vital to achieve health equity.

The Public Health Learning Network: Strengthening the Public Health Workforce of Today to Meet the Challenges of Tomorrow

2017 ◽  
Vol 3 (1_suppl) ◽  
pp. 13S-16S ◽  
Author(s):  
Jennifer McKeever ◽  
Dorothy Evans
Keyword(s):  
Public Health ◽  
Health Workforce ◽  
Health Workers ◽  
Health Resources ◽  
Public Health Workforce ◽  
Years Of Life Lost ◽  
Health Training ◽  
The Public ◽  
Learning Network ◽  
Public Health Training

In 2013, the Health Resources & Services Administration redesigned the long-standing Public Health Training Center program to meet the training needs of the modern public health workforce and to implement parts of the Patient Protection and Affordable Care Act, which sets the training, recruitment, and retention of public health workers as a priority. Understanding that today’s most significant public health threats are socially constructed, resulting in chronic disease and significant years of life lost, the Health Resources & Services Administration laid the groundwork for the creation of a nationally unified network of training centers—the Public Health Learning Network (PHLN). The PHLN is the nation’s most comprehensive system of public health educators, health experts, thought leaders, and practitioners working together to advance public health training and practice. The system comprises 10 regional public health training centers, 40 local performance sites, and a National Coordinating Center for Public Health Training. The PHLN strengthens the workforce in state, local, and tribal health departments, as well as community health centers and primary care settings, to improve the capacity of a broad range of public health personnel to meet the complex public health challenges of today and tomorrow.

scholarly journals Assessing the Capacity for Public Health Education in India:  Recommendations from a Mixed Methods Landscape Analysis

2021 ◽  
Author(s):  
Meike Schleiff ◽  
Haley Brahmbhatt ◽  
Preetika Banerjee ◽  
Megha Reddy ◽  
Emily Miller ◽  
...  
Keyword(s):  
Public Health ◽  
Health Education ◽  
Training Programs ◽  
Public Health Education ◽  
Education And Training ◽  
Public Health Workforce ◽  
Health Training ◽  
Public Health Training ◽  
Desk Review ◽  
And Training

Abstract Background: Public health training has been expanding in India in recent years. The COVID-19 pandemic has brought additional attention to the importance of public health programs and the need for a strong workforce. This paper aims to assess the current capacity for public health education and training in India and provide recommendations for improved approaches to meet current and future public health needs. Methods: We conducted a desk review of public health training programs via extensive internet searches, literature reviews and expert faculty consultations. Among those programs, we purposively selected faculty members to participate in in-depth interviews. We developed summary statistics based on the desk review. For qualitative analysis, we utilized a combination of deductive and inductive coding to identify key themes and systematically reviewed strengths and weaknesses for each theme. Results: The desk review captured 59 institutions offering public health training across India. The majority of training programs were graduate level degrees including master of public health (MPH) and master of science (MS) degrees. Key themes included collaborations, mentorship, curriculum standardization, tuition and funding, and student demand for public health education and careers. Collaborations and mentorship were highly valued but varied in quality across institutions. Curricula lacked standardization but also contained substantial flexibility and innovation as a result. Public sector programs were affordable and student stipend varied across institutions. Further development of the demand-side with greater opportunities for career for careers in public health is needed. Conclusion: Public health education and training in India has a strong foothold. There are numerous opportunities for continued expansion and strengthening of this field, to support a robust multi-disciplinary public health workforce that will contribute towards achieving the sustainable development goals.

Building Qualitative Research Capacity Among Interdisciplinary Teams to Investigate Girls’ Challenges With Menstruation: Process and Lessons Learned From a 14-Country E-Course

2018 ◽  
Vol 5 (4) ◽  
pp. 283-292
Author(s):  
Bethany A. Caruso ◽  
Anna Ellis ◽  
Gloria Sclar ◽  
Candace Girod ◽  
Gauthami Penakalapati ◽  
...  
Keyword(s):  
Public Health ◽  
Qualitative Research ◽  
Research Capacity ◽  
Interdisciplinary Teams ◽  
Lessons Learned ◽  
Middle Income ◽  
Health Training ◽  
Positive Effects ◽  
Public Health Training ◽  
Evidenced Based

Public health–related decisions are influenced by a variety of actors operating on local to global levels, including community leaders, educators, nongovernment organizations, government officials, donors, and researchers, many of whom may lack formal public health training. The provision of public health instruction to interdisciplinary professionals has the potential to strengthen the capacity of all stakeholders to make informed, evidenced-based decisions about health policies and programs. The use of online learning is emerging as a promising means of providing public health training, particularly among those living in geographically disparate areas and from multidisciplinary backgrounds. This article describes an online course created to teach participants in stakeholder teams from 14 low- and middle-income countries how to design and conduct qualitative research to understand girls’ challenges managing menstruation at school. The goal of the course was to strengthen each country team’s ability to conduct research by building the capacity of the members. Thus, completion of the course by all team members was an objective, but less of a focus than assuring that each team as a collective was gaining public health insights and working together to make informed decisions about their research goals. This course led to benefits beyond capacity strengthening, including the formation of a broader community of learning and practice that extended beyond country boundaries. We recommend embedding training opportunities for multidisciplinary stakeholders into research endeavors given the potential for positive effects on individual participants and overall policy decisions to improve community health and provide lessons learned for doing so.

The Development and Evolution of Public Health Essentials in Action: A Training Course on the 3 Core Functions and 10 Essential Public Health Services

2017 ◽  
Vol 3 (1_suppl) ◽  
pp. 59S-63S ◽  
Author(s):  
Raymond Andrade ◽  
Erich Healy ◽  
Myra Muramoto ◽  
Lubna Govindarajan ◽  
James Cunningham ◽  
...  
Keyword(s):  
Public Health ◽  
Rural Communities ◽  
Workforce Development ◽  
Public Health Workforce ◽  
Western Region ◽  
Training Center ◽  
Public Health Services ◽  
Health Training ◽  
Public Health Training ◽  
The Western Region

The Western Region Public Health Training Center (formally the Arizona Public Health Training Center) conducts competency-based needs assessments and provides workforce development assistance to public health agencies in the U.S. Department of Health and Human Services Region IX. Since its launch in 2012, the Center’s Public Health Essentials in Action Training has evolved. It is now offered in-person and online and has been adapted for rural communities. The evolution of the training, beginning with course planning and development, is described, as well as how factors in the public health workforce influenced the course’s evolution and how the course has been adapted for different platforms and populations. Finally, an overview of evaluation efforts offers insight into course effectiveness for this and other trainings offered by the Western Region Public Health Training Center.

scholarly journals Round table: International capacity building to boost public health: Can we join forces and share know-how?

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
Keyword(s):  
Public Health ◽  
Capacity Building ◽  
Interest Group ◽  
Round Table ◽  
Lessons Learned ◽  
Building Projects ◽  
Health Training ◽  
Eu Countries ◽  
Lessons Learnt ◽  
Public Health Training

Abstract Background European Universities are increasingly running or participating in capacity building in higher education in non-EU countries. These projects are funded by EC, US National Institutes of Health (NIH), governments, universities or private sector. Capacity building provides a way to build global bridges between public health communities; it increases cultural understanding, develops resources in the neighboring countries and prevents public health problems spreading to Europe. For the collaborating countries it empowers communities and enhances equity and solidarity. To pool together the expertise and lessons learnt by the universities delivering this kind of education, a roundtable discussion at EUPHA offers a good forum. Aim To create a forum where public health academics, adult pedagogic experts, policymakers and practitioners gather to share experiences, interests and ideas for potential collaboration to facilitate the export of public health training across countries and cultures. Based on this, the round table will increase sharing knowledge and transparency of results of international capacity building interventions and will contribute to the transcultural fertilization of the interventions, with a special focus on solidarity in health. We will present specific ways of how to do knowhow transfer from EU countries to some other parts of the world (Northern Africa, Arabian Peninsula and the Caucasus region). Program An introduction to the roundtable is given by Professor of Public Health Arja R Aro (SDU, Denmark). She will describe recent developments and multiple lines of funding options for international capacity building projects. Professor Razvan Chereches (BBU, Romania) will talk on the lessons learned in an ongoing public health capacity building project among medical faculty staff funded by EC Erasmus+ program in Tunisia. Dr Diana Dulf will present the lessons learned in capacity building projects funded by NIH in Armenia and Georgia in the area of injury prevention. Arja R Aro will tell about the recent and ongoing knowledge transfer and education export projects among undergraduates and health professionals in Saudi Arabia funded by local universities. Pedagogical expert Anne Leena Ikonen will reflect on the pedagogic challenges in capacity building across cultures, using the Saudi Arabian context as an example. After that the panel will discuss the main lessons learnt and challenges encountered, and the audience is invited to ask questions, to share their experiences and interests. The roundtable will finish by discussing options to get organized as a network or interest group around international capacity building in public health, potentially under EUPHA. Key messages Pooling lessons learnt will help towards better and cost-effective planning of the future training. Network or interest group can offer a platform for collaboration and enhancement of European public health training and export.

Doctoral Students as Agents for Change: Shaping Our Public Health Training Environment

2021 ◽  
Vol 7 (4) ◽  
pp. 299-303 ◽  
Author(s):  
Anna-Michelle M. McSorley ◽  
Erin Manalo-Pedro ◽  
Adrian Matias Bacong
Keyword(s):  
Public Health ◽  
Doctoral Students ◽  
Health Inequities ◽  
Public Health Workforce ◽  
Structural Determinants ◽  
Training Environment ◽  
Health Training ◽  
Schools Of Public Health ◽  
Public Health Training ◽  
Training Institutions

This reflective article describes how we, a trio of doctoral students, applied critical pedagogical approaches to identify gaps in our public health training, reflect on the value of our lived experiences and ancestral histories, and take action toward advancing change within our School of Public Health. Additionally, we argue that our future effectiveness in leading systemic change toward health justice requires our public health training institutions to deliver course content that addresses racism and other systemic forms of oppression, largely responsible for reproducing health inequities. We also reflect upon how our efforts to find spaces in which to critically engage with content related to social and structural determinants of health transformed into a collaborative learning opportunity that has served to strengthen our skills as public health researchers, advocates, and future educators. We conclude by calling upon our schools of public health to take the lead in preparing the public health workforce of tomorrow for the challenges of addressing systemic causes of health inequities. Our goal is to share our experiences so that graduate students across public health training institutions may look to this piece as a concrete example of how we can shape our schools of public health to meet our needs.

scholarly journals Training a Christian Public Health Workforce: A Qualitative Study of Christian Public Health Training Programs

2018 ◽  
Vol 5 (3) ◽  
pp. 12-22
Author(s):  
Jason Paltzer
Keyword(s):  
Public Health ◽  
Global Health ◽  
Training Programs ◽  
Public Health Workforce ◽  
Health Training ◽  
Spirituality And Health ◽  
Public Health Training ◽  
Christian Worldview ◽  
Public Health Institutions ◽  
Health Institutions

Objective: The objective of this qualitative pilot study was to identify opportunities and challenges Christian public health training programs experience when it comes to equipping public health students to work within Christian health mission organizations. Methods: A sample of seven out of seventeen (41 percent response rate) Christian public health institutions from North America, Asia, and Africa completed an online survey. Thematic analysis was conducted to identify major themes in the following areas: values specific to a Christian worldview, competencies focused on integrating a Christian worldview, challenges to integrating a Christian worldview, and training available to students interested in Christian health missions. Results: Values focused on Christ-like humility in serving God and others, discipleship, respecting human dignity in the image of God, and collaborative community partnership. More than half of respondents identified the interrelationship between culture, religion, spirituality, and health as the primary competency integrating a Christian worldview. Global health was identified as a second competency followed by understanding the history and philosophy behind global health and missions. Identified challenges include faith of students and faculty, limited availability of Christian public health textbooks, and secularization of concepts such as poverty and development. Conclusion: The holistic nature of public health is conducive to integrating a Christian worldview into program content. The results show that Christian public health institutions have biblical values and integrate a Christian worldview in understanding the interrelationship between culture, religion, spirituality and health primarily through a global health lens. Programs experience significant challenges to embedding a Christian perspective into other content areas. Opportunities for integrating competencies with a Christian worldview include offering a certificate in global health/development ministry, teaching methods for engaging individuals and groups in holistic health discussions, and incorporating spiritual metrics and instruments into program evaluation courses to measure the influence of faith, hope, and discipleship alongside physical and social health metrics.

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