scholarly journals Preparing for the future of public health: ecological determinants of health and the call for an eco-social approach to public health education

2019 ◽  
Vol 111 (1) ◽  
pp. 60-64 ◽  
Author(s):  
Margot W. Parkes ◽  
Blake Poland ◽  
Sandra Allison ◽  
Donald C. Cole ◽  
Ian Culbert ◽  
...  
Keyword(s):  
Public Health ◽  
Health Education ◽  
Human Life ◽  
Public Health Education ◽  
Indigenous Communities ◽  
Determinants Of Health ◽  
Discussion Paper ◽  
Social Approach ◽  
Education Practice ◽  
Health Community

AbstractAs a collective organized to address the education implications of calls for public health engagement on the ecological determinants of health, we, the Ecological Determinants Group on Education (cpha.ca/EDGE), urge the health community to properly understand and address the importance of the ecological determinants of the public’s health, consistent with long-standing calls from many quarters—including Indigenous communities—and as part of an eco-social approach to public health education, research and practice. Educational approaches will determine how well we will be equipped to understand and respond to the rapid changes occurring for the living systems on which all life—including human life—depends. We revisit findings from the Canadian Public Health Association’s discussion paper on ‘Global Change and Public Health: Addressing the Ecological Determinants of Health’, and argue that an intentionally eco-social approach to education is needed to better support the health sector’s role in protecting and promoting health, preventing disease and injury, and reducing health inequities. We call for a proactive approach, ensuring that the ecological determinants of health become integral to public health education, practice, policy, and research, as a key part of wider societal shifts required to foster a healthy, just, and ecologically sustainable future.

A Critique of the Life Style Concept in Public Health Education

1984 ◽  
Vol 5 (2) ◽  
pp. 103-114 ◽  
Author(s):  
Jeannine Coreil ◽  
Jeffrey S. Levin
Keyword(s):  
Public Health ◽  
Health Education ◽  
Life Style ◽  
Public Health Education ◽  
Change Strategies ◽  
Education Practice ◽  
Social Science Theory ◽  
Science Theory ◽  
Life Style Intervention ◽  
The Individual

A review and critique of the “life style” concept in health education is presented. The conceptual origins, evolution, and current operational definitions of the term are examined in light of its implications for health education practice oriented toward behavioral intervention at the level of the individual. Antecedents to the rise of life style change strategies are traced to concurrent developments in popular culture, health policy, and social science theory. The authors take the position that, in many respects, life style intervention departs significantly from the public health ethic, and call for a critical reappraisal of the concept by health educators.

Assessing the Communist Experience: Tragedy or Achievement?

2021 ◽  
pp. 306-314
Author(s):  
George W. Breslauer
Keyword(s):  
Public Health ◽  
Health Education ◽  
Causal Explanation ◽  
Human Life ◽  
Public Health Education ◽  
State Building ◽  
The Other ◽  
Social Policies ◽  
Military Capability

Beyond matters of causal explanation, this chapter turns to an assessment of the communist experience: was it, on balance, an achievement or a tragedy? The answer depends in part on one’s values. Weighing the price paid in human life, suffering, and oppression against achievements in state-building, industrialization, military capability, public health, education, and social policies can lead an analyst in one or the other direction.

Building Capacity of the Public Health Education Workforce Through Partnerships

2003 ◽  
Vol 1 (1) ◽  
pp. 49-59
Author(s):  
Mark Tomita
Keyword(s):  
Public Health ◽  
Health Disparities ◽  
Health Education ◽  
Public Health Education ◽  
Professional Associations ◽  
State University ◽  
Cd Rom ◽  
The Public ◽  
Prevention Services ◽  
The Usa

The Global Health Disparities CD-ROM Project reaffirmed the value of professional associations partnering with academic institutions to build capacity of the USA public health education workforce to meet the challenges of primary prevention services. The Society for Public Health Education (SOPHE) partnered with the California State University, Chico to produce a CD-ROM that would advocate for global populations that are affected by health disparities while providing primary resources for public health educators to use in programming and professional development. The CD-ROM development process is discussed

Building Capacity of the Public Health Education Workforce Through Partnerships: The Global Health Disparities CD-ROM Project

2003 ◽  
Vol 1 (1) ◽  
pp. 49-59
Author(s):  
Mark Tomita
Keyword(s):  
Public Health ◽  
Health Disparities ◽  
Health Education ◽  
Global Health ◽  
Public Health Education ◽  
Professional Associations ◽  
State University ◽  
Cd Rom ◽  
Prevention Services ◽  
The Usa

The Global Health Disparities CD-ROM Project reaffirmed the value of professional associations partnering with academic institutions to build capacity of the USA public health education workforce to meet the challenges of primary prevention services. The Society for Public Health Education (SOPHE) partnered with the California State University, Chico to produce a CD-ROM that would advocate for global populations that are affected by health disparities while providing primary resources for public health educators to use in programming and professional development. The CD-ROM development process is discussed.

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.

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