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 ◽  
...  

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.

2021 ◽  
Vol 7 (1_suppl) ◽  
pp. 44S-50S ◽  
Author(s):  
Danielle M. Joyner ◽  
Eman Faris ◽  
Diana Hernández ◽  
Joyce Moon Howard ◽  
Robert E. Fullilove ◽  
...  

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.


2017 ◽  
Vol 3 (1_suppl) ◽  
pp. 13S-16S ◽  
Author(s):  
Jennifer McKeever ◽  
Dorothy Evans

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.


2021 ◽  
Author(s):  
Meike Schleiff ◽  
Haley Brahmbhatt ◽  
Preetika Banerjee ◽  
Megha Reddy ◽  
Emily Miller ◽  
...  

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.


2017 ◽  
Vol 3 (1_suppl) ◽  
pp. 59S-63S ◽  
Author(s):  
Raymond Andrade ◽  
Erich Healy ◽  
Myra Muramoto ◽  
Lubna Govindarajan ◽  
James Cunningham ◽  
...  

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.


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 ◽  
...  

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.


2021 ◽  
Vol 7 (4) ◽  
pp. 299-303 ◽  
Author(s):  
Anna-Michelle M. McSorley ◽  
Erin Manalo-Pedro ◽  
Adrian Matias Bacong

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.


2018 ◽  
Vol 5 (3) ◽  
pp. 12-22
Author(s):  
Jason Paltzer

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.


Author(s):  
Joshua M. Sharfstein

Issues of responsibility and blame are very rarely discussed in public health training, but are seldom forgotten in practice. Blame often follows a crisis, and leaders of health agencies should be able to think strategically about how to handle such accusations before being faced with the pain of dealing with them. When the health agency is not at all at fault, officials can make the case for a strong public health response without reservation. When the agency is entirely to blame, a quick and sincere apology can allow the agency to retain credibility. The most difficult situation is when the agency is partly to blame. The goal in this situation is to accept the appropriate amount of blame while working quickly to resolve the crisis.


2009 ◽  
Vol 24 (6) ◽  
pp. 500-505 ◽  
Author(s):  
Daksha Brahmbhatt ◽  
Jennifer L. Chan ◽  
Edbert B. Hsu ◽  
Hani Mowafi ◽  
Thomas D. Kirsch ◽  
...  

AbstractIntroduction:During 2005, Hurricanes Katrina and Rita struck the US Gulf Coast, displacing approximately two million people. With >250,000 evacuees in shelters, volunteers from the American Red Cross (ARC) and other nongovernmental and faith-based organizations provided services. The objective of this study was to evaluate the composition, pre-deployment training, and recognition of scenarios with outbreak potential by shelter health staff.Methods:A rapid assessment using a 36-item questionnaire was conducted through in-person interviews with shelter health staff immediately following Hurricanes Katrina and Rita. Data were collected by sampling at shelters located throughout five ARC regions in Texas. The survey focused on: (1) public health capacity; (2) level of public health awareness among staff; (3) public health training prior to deployment; and (4) interest in technical support for public health concerns. In addition, health staff volunteers were asked to manage 11 clinical scenarios with possible public health implications.Results:Forty-three health staff at 24 shelters were interviewed. Nurses comprised the majority of shelter health volunteers and were present in 93% of shelters; however, there were no public health providers present as staff in any shelter. Less than one-third of shelter health staff had public health training, and only 55% had received public health information specific to managing the health needs of evacuees. Only 37% of the shelters had a systematic method for screening the healthcare needs of evacuees upon arrival. Although specific clinical scenarios involving case clusters were referred appropriately, 60% of the time, 75% of all clinical scenarios with epidemic potential did not elicit proper notification of public health authorities by shelter health staff. In contrast, clinical scenarios requiring medical attention were correctly referred >90% of the time. Greater access and support from health and public health experts was endorsed by 93% of respondents.Conclusions:Public health training for sheltering operations must be enhanced and should be a required component of pre-deployment instruction. Development of a standardized shelter intake health screening instrument may facilitate assessment of needs and appropriate resource allocation. Shelter health staff did not recognize or report the majority of cases with epidemic potential to public health authorities. Direct technical support to shelter health staff for public health concerns could bridge existing gaps and assist surveillance efforts.


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