scholarly journals Discussion of Public Health Education and Training, and the Needs of the Future Public Health Workforce

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Gary Nelson
Keyword(s):  
Public Health ◽  
Health Education ◽  
Health Workforce ◽  
Public Health Education ◽  
Education And Training ◽  
Public Health Workforce ◽  
The Future ◽  
And Training

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

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.

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.

scholarly journals 12.G. Workshop: Support4Global Health and SDGs in health workforce education: advocacy and action

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
◽  
Keyword(s):  
Public Health ◽  
Health Education ◽  
Global Health ◽  
Health Workforce ◽  
Health Professionals ◽  
Education And Training ◽  
Major Health ◽  
Global Health Education ◽  
Health Threats ◽  
And Training

Abstract Background Global health has created new challenges for education and training of health professionals. Changing demand on humanitarian aid and infection control arising from the new corona virus outbreak, antimicrobial resistance, neglected tropical diseases (NTDs), immunisation gaps and care needs of refugees meet with conditions that are only since recently considered as major health threats, including gender inequality, health workforce shortage, environmental risks and climate change as well as poor mental health. These developments have resulted in high-level meetings and new policy frameworks, such as the Sustainable Development Goals (SDGs). However, action on the ground has still to follow. Health professionals are poorly prepared to respond to new global health needs. Public health and healthcare systems face an urgent need to strengthen global health in the education and training of all groups of healthcare workers to create a future workforce, which is capable to implement the SDGs and serve the needs of the population both locally and globally. Objectives This workshop addresses these questions and fosters critical debate. It has three major Objectives: improve advocacy for global health and the SDGs, introduce different models to support and implement global health and the SDGs in health professional education, and strengthen the role of public health in global health. The workshop brings together knowledge and expertise from different countries/regions of the world, professional groups and educational institutions. It seeks to build bridges between disciplines and stakeholder groups, including giving stronger voice to students and young professionals. The workshop illustrates diversity of advocacy and action in global health education, and reveals strong demand for multidisciplinary approaches to respond to population needs. It begins with information on competencies currently valued by global health employers in relation to those developed in graduates of public health programs. This is followed by novel models of global health education, including an institutional collaboration model as West-East hub and a students' driven participatory trans-sectoral model. Further case studies illustrate the benefits of a transdisciplinary approach to respond to major health threats, such as vaccine resistance and Ebola, and the need for including the Global South in gender sensitive research and methodology. The workshop will improve networking of global health advocates. It will add value through knowledge exchange beyond the professional silos, as well as across the global North-South/ East-West. Finally, it will strengthen connections between global health and public health and build capacity for multi-professional, trans-sectoral leadership in global health education and research, which is sensitive to gender and cultural/ethnic diversity. Key messages Strengthening global health competencies in education is a key to respond effectively to new public health challenges and to implement the SGDs. There is growing demand and urgent need for multidisciplinary approaches and transnational collaboration in global health education.

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