scholarly journals Public health ethics education in public health masters in Spain: Current status and available reso.

2019 ◽  
Keyword(s):  
Public Health ◽  
Ethics Education ◽  
Public Health Ethics ◽  
Current Status ◽  
Health Ethics

scholarly journals Variability in public health ethics education in EUPHA and ASPHER members

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
F Butcher ◽  
P Schröder-Bäck ◽  
F Tahzib
Keyword(s):  
Public Health ◽  
Health Professionals ◽  
Ethics Education ◽  
Ethics Training ◽  
Public Health Ethics ◽  
Teaching Staff ◽  
Health Ethics ◽  
Public Health Professionals ◽  
Health Practitioners ◽  
Public Health Practitioners

Abstract Background Public health professionals face decisions that have far-reaching ethical implications. Despite this, the field of public health ethics is relatively new, and teaching and training in ethics for public health professionals is “highly variable in quantity and content” [Doudenkova et al 2017]. Building on a prior body of research, surveys of ASPHER and EUPHA members were undertaken to explore current levels of ethics education. Methods Online surveys were distributed to ASPHER and EUPHA members with the aims of a) exploring the current status of ethics education in public health courses in ASPHER institutions and b) understanding the ethics education of individual public health practitioners in EUPHA. Results The ASPHER survey was completed by teaching staff at 35 different institutions between April and August 2019. The EUPHA survey was completed by 232 professionals between October 2019 and January 2020. ASPHER Survey: 39% (n = 12) of institutions awarding master's degrees in public health had one or more degrees in which no ethics was taught. Only 48% (n = 13) of institutions had someone in their academic team formally qualified to teach ethics by holding a master's degree, PhD or further academic role in ethics. EUPHA Survey: Despite 79% (n = 165) of respondents encountering ethical dilemmas on at least a monthly basis, 21% (n = 48) reported that they had never had any ethics education or training, and 50% (n = 101) respondents thought that they had too little training in ethics for their professional role. Conclusions There remains a significant proportion of those studying or working in public health who do not receive any public health ethics training or education. Key messages Ethics education in public health remains variable among ASPHER organisations and EUPHA members, a significant minority lacking any ethics training. To ensure ethically reflective and sensitive public health practitioners, access to ethics education is key.

Public Health Ethics: The Voices of Practitioners

2003 ◽  
Vol 31 (S4) ◽  
pp. 104-109 ◽  
Author(s):  
Ruth Gaare Bernheim
Keyword(s):  
Public Health ◽  
Health Professionals ◽  
Ethics Education ◽  
Ethical Issues ◽  
Code Of Ethics ◽  
Public Health Ethics ◽  
Health Ethics ◽  
Public Health Professionals ◽  
New Public Health ◽  
New Public

Public health ethics is emerging as a new field of inquiry, distinct not only from public health law, but also from traditional medical ethics and research ethics. Public health professional and scholarly attention is focusing on ways that ethical analysis and a new public health code of ethics can be a resource for health professionals working in the field. This article provides a preliminary exploration of the ethical issues faced by public health professionals in day-to-day practice and of the type of ethics education and support they believe may be helpful.

scholarly journals 14.G. Workshop: Teaching ethics in public health and medicine – International experiences, concepts, challenges

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
◽  
Keyword(s):  
Public Health ◽  
Health Workforce ◽  
Teaching Methods ◽  
Professional Education ◽  
Ethics Education ◽  
Public Health Ethics ◽  
Global Perspective ◽  
Public Health Workforce ◽  
The Public ◽  
Health Ethics

Abstract To conduct good public health practice and research, ethical standards and reflection are essential. Therefore, ethics education rightly plays an increasing role in the training of the public health workforce. The organizers of this workshop all have the theme of ethics education for the public health profession as a priority in their activities. In this workshop, we present recent research findings, lessons learned and challenges in a European and global perspective. The aim of this workshop is to present and discuss these to help public health organizations and institutions of higher education to improving their public health ethics education. The added value of this workshop is to engage - personally - during the conference in Rome with senior public health professionals and researchers and to continue the dialogue on this important issue - a key mission of the EUPHA Ethics in Public Health section. Four presentations in different formats are planned, a mixture of “Research Abstract” and “Training and Education Abstracts” and presentations respectively are foreseen. The first presentation gives an assessment of how ethics is (or is not) taught in schools of public health and to the public health workforce in Europe. It shows, for the first time, the results of two surveys, among EUPHA and ASPHER members on ethics education. The second presentation gives examples of a university in Barcelona (Spain) on innovative teaching methods at master level and thus gives impulses on how education can be integrated and improved in public health education. The third presentation reflects on the competencies in public health ethics that are aimed at with innovative and traditional teaching methods. Finally, a presentation from Nigeria contrasts educational experiences of low- and middle-income countries with high income countries and shows challenges and collaborative solutions to improved ethics education in the health field. This perspective is especially suitable to be integrated in this workshop given the global character of this year's “World Conference on Public Health”. Mutual learning and support within Europe and globally is key to develop and promote the field of public health ethics education further. A fifth timeslot for a presentation would be possible in this workshop but is not filled on purpose to have sufficient time for a structured debate on challenges and opportunities with the audience and speakers. Key messages Public Health Ethics education remains key for professional education; more awareness of ethical competences has to be raised. The diversity of experienced ethics trainings offers a challenging but also promising context to develop and integrate better ethics education.

An Overview of Ethics and Environmental Health

2019 ◽  
pp. 697-703
Author(s):  
David B. Resnik
Keyword(s):  
Public Health ◽  
Environmental Health ◽  
Environmental Ethics ◽  
Ethical Issues ◽  
Biomedical Ethics ◽  
Public Health Ethics ◽  
Social Utility ◽  
Toxic Substances ◽  
Health Ethics ◽  
Wide Range

This chapter provides an overview of the ethics of environmental health, and it introduces five chapters in the related section of The Oxford Handbook of Public Health Ethics. A wide range of ethical issues arises in managing the relationship between human health and the environment, including regulation of toxic substances, air and water pollution, waste management, agriculture, the built environment, occupational health, energy production and use, environmental justice, population control, and climate change. The values at stake in environmental health ethics include those usually mentioned in ethical debates in biomedicine and public health, such as autonomy, social utility, and justice, as well as values that address environmental concerns, such as animal welfare, stewardship of biological resources, and sustainability. Environmental health ethics, therefore, stands at the crossroads of several disciplines, including public health ethics, environmental ethics, biomedical ethics, and business ethics.

An Overview of the Ethics of Injury in Public Health

2019 ◽  
pp. 597-603
Author(s):  
Adnan A. Hyder
Keyword(s):  
Public Health ◽  
Injury Prevention ◽  
Prevention And Control ◽  
Public Health Ethics ◽  
Ethical Challenges ◽  
Middle Income ◽  
Middle Income Countries ◽  
Health Ethics ◽  
Prompt Attention ◽  
And Control

This chapter briefly introduces ethics issues in injury prevention and control in low- and middle-income countries (LMICs), using a series of examples that prompt attention to the ethical principles of autonomy and justice. The chapter also introduces the section of The Oxford Handbook of Public Health Ethics dedicated to an examination of injury and public health ethics, with attention given to the complex ethical challenges arising in injury prevention and control in LMICs. The section’s two chapters discuss public health ethics issues arising in the prevention and control of unintentional injuries and intentional injuries, respectively. Those chapters define a set of ethics issues within international injury work and provide an initial analysis of the nature of those ethics issues, their specificity, and potential pathways for addressing them.

scholarly journals Innovative methods in teaching public health ethics. The need to adapt to the new times: from challenge to opportunity

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Buron Pust ◽  
A Segura
Keyword(s):  
Public Health ◽  
Teaching Strategies ◽  
Flipped Classroom ◽  
Role Playing ◽  
Public Health Ethics ◽  
Master Of Public Health ◽  
Health Ethics ◽  
Parliamentary Debate ◽  
Massive Online Open Courses ◽  
Open Courses

Abstract Background Public Health Ethics (PHE) has been taught first as optional and later as a mandatory subject in the Master of Public Health in Barcelona for about 6 years. During these years, professors have adapted the methodology to make it more attractive and to maximize students' participation and time spent debating and practicing moral reasoning. Objectives To showcase 3 different teaching strategies or methods, presenting for each of them: resources required, outcomes so far in terms of satisfaction and exam performance, as well as the pros and cons from the teacher's perspective. Results Flipped-classroom strategy: theoretical content is delivered outside the classroom, and the practice into the classroom. Works well but needs incentives for compliance in reading. Versatile debating Methods: from parliamentary debate, to role-playing, online debate, etc. Depending on the Case-study, some work better than others; in the online they practice written deliberation skills, but it is important to set rules. MOOC: Massive Online Open Courses in PHE. Can be used as independent teaching material, it is a great tool to introduce PHE into other PH areas and non-teaching environments. Conclusions So far, these methods have proven to increase students' motivation and engagement in Public Health Ethics. Key messages Practising reflection and debating skills is an essential part of PHE. Modern teaching strategies, more interactive and online-based, can help maximising the time spent in these activities. Although challenging and time-consuming at first, these methods also increase students' interest in PHE.

A Public Health Ethics Model of Countering Violent Extremism

2021 ◽  
Vol 33 (2) ◽  
pp. 324-337
Author(s):  
Neil D. Shortland ◽  
Nicholas Evans ◽  
John Colautti
Keyword(s):  
Public Health ◽  
Public Health Ethics ◽  
Health Ethics ◽  
Violent Extremism
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