An Evaluation of a Pipeline Program to Support Diversity in the Public Health Workforce: CDC Undergraduate Public Health Scholars (CUPS) Program

2021 ◽  
Vol 7 (1_suppl) ◽  
pp. 23S-35S
Author(s):  
Kai Hsiang Young ◽  
Leandris Liburd ◽  
Ana Penman-Aguilar
Keyword(s):  
Public Health ◽  
Career Path ◽  
Outcome Evaluation ◽  
Public Health Workforce ◽  
Advanced Degree ◽  
Research Experience ◽  
Biomedical Sciences ◽  
The Public ◽  
Control And Prevention ◽  
Undergraduate Public Health

Established by the Centers for Disease Control and Prevention (CDC), the goal of the CDC Undergraduate Public Health Scholars (CUPS) program is to expose students underrepresented in public health and medicine to careers in public health; ultimately, increasing the membership of these groups in these fields including biomedical sciences. CDC implemented a retrospective outcome evaluation of 1,047 students who participated in the program from 2012 to 2017. Seventy-four percent (775) of students responded to the survey that captures their academic attainment and employment status, as well as their perception of the program’s and mentors’ influence on their career path. As of 2020, 639 (83.4%) of 775 participants have enrolled in an advanced degree program, with over 80% of 639 participants pursuing degrees in biomedical sciences, public health, or health care (BSPHHC)–related fields. Two thirds (374/566) of participants who reported they had ever been employed in a career position are working/have worked in BSPHHC-related fields. Overall, 77.4% (600) of 775 participants reported either the program or the mentors, or both were extremely or very influential to their career path. Students claimed the CUPS program had “opened their eyes,” inspired their interest, cultivated their passion for the field of public health, and fueled their drive to find solutions to and in social determinants of health and contribute to health equity. The opportunity to gain work and research experience through internship placements in CUPS has “opened doors” to first jobs and advanced education and training opportunities for many students.

Public health preparedness and response competency model methodology

2013 ◽  
Vol 8 (1) ◽  
pp. 49-56 ◽  
Author(s):  
Elizabeth Ablah, PhD, MPH ◽  
Elizabeth McGean Weist, MA, MPH, CPH ◽  
John E. McElligott, MPH, CPH ◽  
Laura A. Biesiadecki, MSPH, CPH ◽  
Audrey R. Gotsch, DrPH, MCHES ◽  
...  
Keyword(s):  
Public Health ◽  
Core Competency ◽  
Competency Model ◽  
National Standard ◽  
Public Health Workforce ◽  
Public Health Preparedness ◽  
Training And Education ◽  
The Public ◽  
Competency Models ◽  
Control And Prevention

Objective: The Pandemic and All-Hazards Preparedness Act calls for establishing a competency-based training program to train public health practitioners. To inform such training, the Centers for Disease Control and Prevention and the Association of Schools of Public Health managed groups of experts to produce a competency model which could function as a national standard of behaviorally based, observable skills for the public health workforce to prevent, protect against, respond to, and recover from all hazards.Design: A systematic review of existing competency models generated a competency model of proposed domains and competencies.Participants: National stakeholders were engaged to obtain consensus through a three-stage Delphi-like process.Results: The Delphi-like process achieved 84 percent, 82 percent, and 79 percent response rates in its three stages. Three hundred sixty six unique individuals responded to the three-round process, with 45 percent (n = 166) responding to all three rounds. The resulting competency model features 18 competencies within four core learning domains targeted at midlevel public health workers.Conclusions: Practitioners and academics have adopted the Public Health Preparedness and Response Core Competency Model, some of whom have formed workgroups to develop curricula based on the model. Efforts will be needed to develop evaluation materials for training and education programs to refine the model as well as for future training and education initiatives.

scholarly journals Undergraduate public health degree courses in India: selected overview

2019 ◽  
Vol 6 (10) ◽  
pp. 4224
Author(s):  
Vibha Joshi ◽  
Nitin Kumar Joshi ◽  
Komal Bajaj ◽  
Praveen Suthar ◽  
Gregory Fant ◽  
...  
Keyword(s):  
Public Health ◽  
Health Education ◽  
Student Perceptions ◽  
Public Health Education ◽  
Public Health Workforce ◽  
Rapid Review ◽  
Extensive Literature ◽  
The Public ◽  
Essential Components ◽  
Undergraduate Public Health

Background: Building the public health workforce in India along with strengthening the public health systems across the Nation are essential components necessary to achieve the sustainable development goals for India. In the Indian context, there is limited information available for undergraduate public health education. The central aim of this brief study is to elucidate the undergraduate public health education landscape at selected institutions in India.Methods: A mixed methods approach was used in this brief study. First, cross-sectional, scoping review was used. Then, to describe student perceptions and attitude towards undergraduate public health curriculum, primary data were collected by using a questionnaire. A self-administered questionnaire was developed after extensive literature search. Descriptive statistics were used to summarize questionnaire results. Chi-square tests were used to help identify factors that may influence student perceptions and attitudes.Results: Through scoping rapid review and internet search, eight institutions were identified that are offering undergraduate public health courses in India. Most institutes in India have 3 years duration for the undergraduate public health degree courses. Most of students (89%) believed that the undergraduate public health course increased their knowledge in the field of public health. We found an association between student perceptions about community benefits from trained undergraduate public health workforce.Conclusions: The undergraduate public health education initiatives should be promoted and envisioned as a new strategy for public health capacity-building in public health in India.

scholarly journals Self-Assessment in the Measurement of Public Health Workforce Preparedness for Bioterrorism or other Public Health Disasters

2005 ◽  
Vol 120 (2) ◽  
pp. 186-191 ◽  
Author(s):  
Dave S. Kerby ◽  
Michael W. Brand ◽  
David L. Johnson ◽  
Farooq S. Ghouri
Keyword(s):  
Public Health ◽  
Health Workers ◽  
Public Health Workforce ◽  
Self Assessment ◽  
Local Public Health ◽  
Public Health Agencies ◽  
The Public ◽  
Control And Prevention ◽  
Public Health Officials ◽  
Public Health Workers

Objective. The purpose of this study was to examine effective ways to evaluate public health workers' competence for preparedness. Methods. The Public Health Ready project, developed by the National Association of County and City Public Health Officials and the Centers for Disease Control and Prevention, is a pilot program designed to prepare local public health agencies to respond to emergency events. Workers at a Public Health Ready site ( N=265) rated their need for training and their competence in meeting generic emergency response goals. Cluster analysis of cases was conducted on the self-assessed need for training. Results. Three groups of workers emerged, differing in their overall ratings of need for training. A given worker tended to report similar needs for training across all training goals. Conclusions. In this study, workers' ratings of need for training may reflect an overall interest in training rather than need for training in a particular area. Caution should be exercised in interpretation when generic goals and self-assessment are used to measure need for training. Future assessments of training needs may be more effective if they use objective measures of specific local plans.

scholarly journals Measuring inequalities in the public health workforce at county-level Centers for Disease Control and Prevention in China

2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Weiqin Cai ◽  
Chengyue Li ◽  
Mei Sun ◽  
Mo Hao
Keyword(s):  
Public Health ◽  
Disease Control ◽  
Gini Coefficient ◽  
Health Workforce ◽  
Public Health Workforce ◽  
County Level ◽  
The Public ◽  
Control And Prevention ◽  
Centers For Disease Control ◽  
Geographical Units

Abstract Background The public health workforce (PHW) is a key component of a country’s public health system. Since the outbreak of SARS (severe acute respiratory syndrome) in 2003, the scale of PHW in China has been continuously expanding, but policymakers and researchers still focus on the distribution of public health personnel, especially the regional inequality in such distribution. We aimed to identify the root cause of PHW inequality by decomposing different geographical units in China. Methods This study was based on data from a nationwide survey, which included 2712 county-level data. The distribution of the PHW in geographical units was evaluated by the Gini coefficient and Theil T index, and inequalities at regional, provincial, and municipal levels were decomposed to identify the root causes of inequalities in the PHW. Additionally, the contextual factors affecting the distribution of the PHW were determined through regression analysis. Results The overall inequality results show that health professional and field epidemiological investigators faced worse inequality than the staff. In particular, field epidemiological investigators had a Gini coefficient close to 0.4. Step decomposition showed that within-region inequalities accounted for 98.5% or more of overall inter-county inequality in the distribution of all PHW categories; provincial decomposition showed that at least 74% of inequality is still distributed within provinces; the overall contribution of within-municipal inequality and between-municipal inequality was basically the same. Further, the contextual factor that influenced between-municipality and within-municipality inequality for all three categories of PHWs was the agency building area per employee. Per capita GDP had a similar effect, except for between-municipality inequality of professionals and within-municipality inequality of field epidemiological investigators. Conclusions The successive decomposition showed that inequality is mainly concentrated in counties at the within-province and within-municipal levels. This study clearly suggests that the government, especially the municipal government at the provincial level, should increase financial investment in Centers for Disease Control and Prevention (CDCs) with worse resource allocation in their jurisdiction through various ways of compensation and incentives, enhance their infrastructure, and improve the salary of personnel in these institutions, to attract more public health professionals to these institutions.

Opportunities and Challenges for Undergraduate Public Health Education in Australia and New Zealand

2019 ◽  
Vol 5 (3) ◽  
pp. 199-207 ◽  
Author(s):  
Xuan Luu ◽  
Kate Dundas ◽  
Erica L. James
Keyword(s):  
Public Health ◽  
New Zealand ◽  
Health Education ◽  
Public Health Education ◽  
The United States ◽  
Public Health Workforce ◽  
The Public ◽  
Single Subjects ◽  
Double Degree ◽  
Undergraduate Public Health

The international emergence of undergraduate education in public health has transformed the public health education landscape. While this shift is clearest and most widely evaluated in the United States, efforts in other parts of the world—such as Australasia—have not kept pace. This article aims to redress the evidence gap by identifying and discussing the different approaches through which Australian and New Zealand universities deliver public health education at the undergraduate level. A content analysis was conducted of online handbook information published by 47 universities across Australia and New Zealand, to gauge the various ways in which these universities implement undergraduate public health education. Each offering identified was assigned to one of four predetermined categories. Of the 47 universities, 45 were found to offer some form of undergraduate coursework in public health. Offerings took primarily the form of single subjects. Less commonly implemented were specializations ( n = 20), stand-alone undergraduate degrees ( n = 11), and double degree combinations ( n = 6). This breadth of activity highlights the need for renewed efforts in evaluating undergraduate public health education across the region. Further research is recommended into three areas: (1) emerging best practices in curriculum development and implementation, (2) explorations of public health accreditation in the region, and (3) the outcomes achieved by students and graduates of undergraduate public health degrees across Australia and New Zealand. These efforts will ultimately strengthen the operationalization and contribution of this education in helping shape the future public health workforce in Australasia.

Public health preparedness and response competency model methodology

2019 ◽  
Vol 14 (4) ◽  
pp. 247-254
Author(s):  
Elizabeth Ablah, PhD, MPH ◽  
Elizabeth McGean Weist, MA, MPH, CPH ◽  
John E. McElligott, MPH, CPH ◽  
Laura A. Biesiadecki, MSPH, CPH ◽  
Audrey R. Gotsch, DrPH, MCHES ◽  
...  
Keyword(s):  
Public Health ◽  
Core Competency ◽  
Competency Model ◽  
National Standard ◽  
Public Health Workforce ◽  
Public Health Preparedness ◽  
Training And Education ◽  
The Public ◽  
Competency Models ◽  
Control And Prevention

Objective: The Pandemic and All-Hazards Preparedness Act calls for establishing a competency-based training program to train public health practitioners. To inform such training, the Centers for Disease Control and Prevention and the Association of Schools of Public Health managed groups of experts to produce a competency model which could function as a national standard of behaviorally based, observable skills for the public health workforce to prevent, protect against, respond to, and recover from all hazards.Design: A systematic review of existing competency models generated a competency model of proposed domains and competencies.Participants: National stakeholders were engaged to obtain consensus through a three-stage Delphi-like process.Results: The Delphi-like process achieved 84 percent, 82 percent, and 79 percent response rates in its three stages. Three hundred sixty six unique individuals responded to the three-round process, with 45 percent (n = 166) responding to all three rounds. The resulting competency model features 18 competencies within four core learning domains targeted at midlevel public health workers.Conclusions: Practitioners and academics have adopted the Public Health Preparedness and Response Core Competency Model, some of whom have formed workgroups to develop curricula based on the model. Efforts will be needed to develop evaluation materials for training and education programs to refine the model as well as for future training and education initiatives.

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.

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.

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