Strengthening Institutions for Public Health Education: Results of a SWOT Analysis From India to Inform Global Best Practices

Abstract Background: Developing public health educational programs that provide workers prepared to adequately respond to health system challenges is an historical dilemma. In India, the focus on public health education has been mounting in recent years. The COVID-19 pandemic is a harbinger of the increasing complexities surrounding public health challenges and the overdue need to progress public health education around the world. This paper aims to explore strengths and challenges of public health educational institutions in India, and elucidate unique opportunities to emerge as a global leader in reform. Methods: To capture the landscape of public health training in India, we initiated a web-based desk review of available offerings and categorized by key descriptors and program qualities. We then undertook a series of in-depth interviews with representatives from a purposively sample of institutions and performed a qualitative SWOT analysis. Results: We found that public health education exists in many formats in India. Although Master of Public Health (MPH) and similar programs are still the most common type of public health training outside of community medicine programs, other postgraduate pathways exist including PhDs, certificates and executing trainings. The strengths of public health education institutions include research capacities, financial accessibility, and innovation, yet there is a need to improve collaborations and harmonize training with career pathways. Growing attention to the sector, improved technologies and community engagement all hold exciting potential for public health education, whilst externally held misconceptions can threaten institutional efficacy and potential. Conclusions: The timely need for and attention to public health education in India present a critical juncture for meaningful reform. India may also be well-situated to contextualize and scale the types of trainings needed to address complex challenges and serve as a model for other countries and the world.

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Assessing the Capacity for Public Health Education in India: Recommendations from a Mixed Methods Landscape Analysis

10.21203/rs.3.rs-438126/v1 ◽

2021 ◽

Author(s):

Meike Schleiff ◽

Haley Brahmbhatt ◽

Preetika Banerjee ◽

Megha Reddy ◽

Emily Miller ◽

...

Keyword(s):

Public Health ◽

Health Education ◽

Training Programs ◽

Public Health Education ◽

Education And Training ◽

Public Health Workforce ◽

Health Training ◽

Public Health Training ◽

Desk Review ◽

And Training

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.

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Public health education. Developing distance learning in postgraduate public health education. Promoting quality in design and delivery of postgraduate public health training through open learning

European Journal of Public Health ◽

10.1093/eurpub/10.4.296 ◽

2000 ◽

Vol 10 (4) ◽

pp. 296-300 ◽

Cited By ~ 3

Author(s):

D. Stanistreet

Keyword(s):

Public Health ◽

Distance Learning ◽

Health Education ◽

Public Health Education ◽

Open Learning ◽

Health Training ◽

Public Health Training

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Master of public health practicum: Global trends and current practices.

10.21203/rs.3.rs-23200/v1 ◽

2020 ◽

Author(s):

Hannah Gummeson ◽

Sonika Raj Goel ◽

Khalifa Elmusharaf

Keyword(s):

Public Health ◽

Health Education ◽

Experiential Learning ◽

Best Practices ◽

Best Practice ◽

Public Health Education ◽

Health Programs ◽

Public Health Programs ◽

Master Of Public Health ◽

Study Results

Abstract Background The field of graduate public health (GPH) education currently lacks clear, universal criteria for the integration of practice-based elements into the curriculum. The concept of the ‘practicum’ is well endorsed and there is a growing recognition that experiential learning is a crucial aspect of career development for the next generation of public health professionals, benefiting not only students, but also the profession and communities it serves. However, many leading academic institutions continue to emphasize research over experiential learning in public health, making practicums much less commonplace in education centers across the globe. Methods The purpose of this research was to review global best practices in graduate public health program design in order to identify commonalities and use the findings to inform practicum development.Data collection for this research was entirely web-based. Practicum guidelines from a globally diverse sample of graduate public health programs were reviewed. Data was compiled from universities’ websites and available online sources and collated into an Excel file. Descriptive statistics were computed for each study variable.Results We screened 108 graduate public health programs and 35 eligible programs were included in the study. Results were reported according to prerequisites & practicum scheduling, practicum contact hours & duration, credit hours & overall credit weighting, competencies, supervision, written agreement, objectives & deliverables, and approach to assessment. This research resulted in 13 recommendations intended to guide graduate public health practicum design. Based on the analysis of current best practice, the recommendations address the following four key domains: practicum design, mentorship & supervision, learning outcomes and evaluation. Conclusions This research demonstrates a global recognition of the benefit of practice experience in graduate public health education. However, the integration of practical components into curricula is inconsistent when viewed through a global lens. There is also significant variation in the structure of existing practical components. We propose that this study be utilized as a tool spark a global dialogue about best practices in graduate public health education through the identification common practices and opportunities for improvement.

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