scholarly journals Development of a Core Competency Model for the Master of Public Health Degree

2008 ◽  
Vol 98 (9) ◽  
pp. 1598-1607 ◽  
Author(s):  
Judith G. Calhoun ◽  
Kalpana Ramiah ◽  
Elizabeth McGean Weist ◽  
Stephen M. Shortell
Keyword(s):  
Public Health ◽  
Core Competency ◽  
Competency Model ◽  
Master Of Public Health

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.

A content analysis of Canadian master of public health course descriptions and core competencies

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
E Apatu ◽  
W Sinnott ◽  
T Piggott ◽  
D Butler-Jones ◽  
L N Anderson ◽  
...  
Keyword(s):  
Public Health ◽  
Content Analysis ◽  
Core Competencies ◽  
Current Model ◽  
Program Planning ◽  
Health Agency ◽  
Core Competency ◽  
Master Of Public Health ◽  
The Public ◽  
Competency Based

Abstract Background The Master of Public Health (MPH) is a common graduate-level professional degree that is offered by Canadian Universities. To date, few studies have examined competency-based MPH education in Canada. Objective To examine the degree to which MPH programs' course descriptions align with the Public Health Agency of Canada's (PHAC) core competency categories in order to identify strengths and training gaps in such programs across Canada. Methods A content analysis of MPH programs in Canada was conducted from July 2019 to November 2019. A sampling frame of programs was obtained from a list from the PHAC website. Program information, including mandatory and elective course descriptions was extracted from each program's website and analyzed in NVivo 12. Course descriptions were independently categorized by two researchers into one or more of the seven categories of the core competencies outlined by PHAC. Results We identified 18 universities with MPH programs with 267 courses across Canada. Thematic analysis revealed that 100% of programs had coursework that addressed the “Public Health Sciences” and “Assessment and Analysis” categories; 93% addressed “Policy and Program Planning, Implementation, and Evaluation”; 67% addressed each of “Communication,” “Leadership,” and “Partnerships, Collaboration, and Advocacy”; and only 56% had course descriptions addressing “Diversity and Inclusiveness.” Conclusions We find that Canadian MPH programs may lack course offerings addressing core competency categories relating to diversity and inclusiveness, communication, and leadership. Our findings were limited in scope as we relied on program Web sites; thus, further research should explore course content in more depth than this course description analysis allowed and identify ways to close the MPH curricular gaps we identified. Key messages Further research should be conducted to determine if the current model of competency education in Canada is successfully guiding MPH programs in meeting local and international workforce demands. Continued discussion is needed to raise the importance of MPH competency-based education in Canada.

Core Competency Model for the Family Planning Public Health Nurse

2014 ◽  
Vol 31 (5) ◽  
pp. 472-479 ◽  
Author(s):  
Caroline M. Hewitt ◽  
Carol Roye ◽  
Kristine M. Gebbie
Keyword(s):  
Public Health ◽  
Family Planning ◽  
Core Competency ◽  
Public Health Nurse ◽  
Competency Model ◽  
The Family ◽  
Health Nurse

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 Dual MD–MPH Degree Students in the United States: Moving the Medical Workforce Toward Population Health

2021 ◽  
pp. 003335492097842
Author(s):  
Jo Marie Reilly ◽  
Christine M. Plepys ◽  
Michael R. Cousineau
Keyword(s):  
Public Health ◽  
United States ◽  
Population Health ◽  
Health Care Policy ◽  
The United States ◽  
Extensive Literature ◽  
Master Of Public Health ◽  
Telephone Interviews ◽  
Public Health Training ◽  
The Impact

Objective A growing need exists to train physicians in population health to meet the increasing need and demand for physicians with leadership, health data management/metrics, and epidemiology skills to better serve the health of the community. This study examines current trends in students pursuing a dual doctor of medicine (MD)–master of public health (MPH) degree (MD–MPH) in the United States. Methods We conducted an extensive literature review of existing MD–MPH databases to determine characteristics (eg, sex, race/ethnicity, MPH area of study) of this student cohort in 2019. We examined a trend in the MD community to pursue an MPH career, adding additional public health and health care policy training to the MD workforce. We conducted targeted telephone interviews with 20 admissions personnel and faculty at schools offering MD–MPH degrees in the United States with the highest number of matriculants and graduates. Interviews focused on curricula trends in medical schools that offer an MD–MPH degree. Results No literature describes the US MD–MPH cohort, and available MD–MPH databases are limited and incomplete. We found a 434% increase in the number of students pursuing an MD–MPH degree from 2010 to 2018. The rate of growth was greater than the increase in either the number of medical students (16%) or the number of MPH students (65%) alone. Moreover, MD–MPH students as a percentage of total MPH students more than tripled, from 1.1% in 2010 to 3.6% in 2018. Conclusions As more MD students pursue public health training, the impact of an MPH degree on medical school curricula, MD–MPH graduates, and MD–MPH career pursuits should be studied using accurate and comprehensive databases.

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