scholarly journals Interprofessional Education: Reaching Health Professionals With an Interactive Professional Virtual/Online Event on Advocacy and Policy

2020 ◽  
Vol 8 ◽  
Author(s):  
Karen D. Liller ◽  
Zachary Pruitt ◽  
Somer Goad Burke
Keyword(s):  
Public Health ◽  
Health Policy ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Health Professions ◽  
South Florida ◽  
Online Curriculum ◽  
Face To Face ◽  
Interprofessional Teams ◽  
Synchronous Online

Competencies in health policy and advocacy should be developed by all health professionals to effectively advance their professions but also effectively collaborate in interprofessional teams to improve public health. However, the COVID-19 epidemic presents a challenge to reaching students of health professions through face-to-face offerings. To meet this need, the University of South Florida College of Public Health developed asynchronous and synchronous online health policy and advocacy modules delivered to an interprofessional group of students pursuing health careers. After learning policy and advocacy material individually through a self-paced online curriculum, faculty gathered the students for a synchronous online event where they formed collaborative groups. In interprofessional teams, students prepared and presented advocacy briefs that were critiqued by the faculty. Post-event evaluation results showed that most students strongly agreed that the interprofessional event was very effective, and they all would recommend the program to other students. Universities and colleges educating students of health professions can take advantage of the technologies employed to keep students safe in the COVID-19 pandemic and still reach students effectively with interprofessional health policy and advocacy content.

Interprofessional Education Collaborative Competencies and the Public Health Professional

2019 ◽  
Vol 6 (4) ◽  
pp. 274-280
Author(s):  
Darson Rhodes ◽  
Joseph D. Visker ◽  
Elizabeth A. Whitney ◽  
Carol Cox
Keyword(s):  
Public Health ◽  
Health Education ◽  
Population Health ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Care Delivery ◽  
Health Professions ◽  
Individual Level ◽  
Public Health Professionals ◽  
Patient Health

Interprofessional education involves programs that foster the partnerships of two or more individuals studying different health professions, thus allowing students to learn with and about the other professions. The Interprofessional Education Collaborative Competencies were updated in 2016 with a threefold purpose that included a greater emphasis on population health, thereby encouraging the health professions who typically work on an individual level to broaden their understanding of the field of public health. In the professional preparation of public health professionals and health education specialists, both foundational competencies and areas of responsibility imply and/or explicitly state that public health professionals and health education specialists must be able to work with interprofessional teams. Interprofessional collaborative learning activities have been recommended to be offered early and often during health professions training. Not only do public health and health education students benefit from inclusion in these interprofessional education activities but other health professions students also benefit from exposure to public health students and population health concepts. Public health and health education have contributed to leadership in interprofessional education initiatives and are well-situated to lend population health expertise to improve health care delivery as well as population and patient health outcomes.

Ethics and Epidemiology

2021 ◽  
Keyword(s):  
Public Health ◽  
Health Policy ◽  
Nonprofit Organizations ◽  
Health Professionals ◽  
Government Agencies ◽  
Moral Reflection ◽  
Advocacy Organizations ◽  
Master Of Public Health ◽  
Public Health Professionals ◽  
The World

This book will be of interest to public health professionals from various public health disciplines, bioethicists, legal scholars, and members of nonprofit organizations, government agencies, and health advocacy organizations. It will be an invaluable resource for the thousands of Master of Public Health students across the world. It also aims to make students, epidemiologists, and health professionals aware of situations that require moral reflection, judgment, or decision, while pointing to ways in which justified moral conclusions can be reached. The book will also be of use to persons interested more broadly in bioethics and health policy. It will include the foundations, key values and principles, methods, and issues related to ethics and epidemiology.

Relation of social and economic factors to health policy

2012 ◽  
Vol 19 (1) ◽  
pp. 31-36
Author(s):  
Rasa SAVIČIŪTĖ ◽  
Algirdas JUOZULYNAS ◽  
Antanas JURGELĖNAS ◽  
Algirdas VENALIS
Keyword(s):  
Public Health ◽  
Health Policy ◽  
Health Professionals ◽  
Policy Making ◽  
Social Economic ◽  
Cultural Management ◽  
Supervision Training ◽  
Public Health Professionals ◽  
Fundamental Value ◽  
Value Of Health

Health is more than just the absence of disease. Effective health systems need an efficient health policy that is formed by various factors (like environmental, genetic, social, economic, physical, etc.). The greatest challenge and major goal of health policy is to improve the health of all population, but if we want to do this it is necessary to improve the health care system so that it could work like one united system. The human being has a significant impact on health policy-making (his / her self-determination and choice). The fundamental value of health policy-making must be involvement of all citizens in the decision-making related to health policy, supervision, training / education, etc. This process has to include society, public health professionals, doctors, politicians, press, business and so on, all of them must work, make decisions and find solutions together. Close and effective communication and collaboration are necessary between all sectors and public health professionals, also it is very important to collect information, ability and skills which would help to develop and improve existing characteristics and reform health policy. In order to achieve this goal, due attention and balance must be given to various cultural, management, technical, legal, political, social and economic processes.

scholarly journals Barriers and Facilitators to Nut Consumption: A Narrative Review

2020 ◽  
Vol 17 (23) ◽  
pp. 9127
Author(s):  
Elizabeth P. Neale ◽  
Georgie Tran ◽  
Rachel C. Brown
Keyword(s):  
Public Health ◽  
Health Professionals ◽  
Small Body ◽  
Health Professions ◽  
Demographic Characteristics ◽  
Barriers And Facilitators ◽  
Weight Perceptions ◽  
Consumption Data ◽  
Common Barriers ◽  
Nut Intake

Habitual nut intake is associated with a range of health benefits; however, population consumption data suggests that most individuals do not meet current recommendations for nut intake. The literature has highlighted a range of barriers and facilitators to nut consumption, which should be considered when designing strategies to promote nut intake. Common barriers include confusion regarding the effects of nut consumption on body weight, perceptions that nuts are high in fat, or too expensive, and challenges due to dentition issues or nut allergies. Conversely, demographic characteristics such as higher education and income level, and a healthier lifestyle overall, are associated with higher nut intakes. Health professionals appear to play an important role in promoting nut intake; however, research suggests that knowledge of the benefits of nut consumption could be improved in many health professions. Future strategies to increase nut intake to meet public health recommendations must clarify misconceptions of the specific benefits of nut consumption, specifically targeting sectors of the population known to have lower nut consumption, and educate health professionals to promote nut intake. In addition, given the relatively small body of evidence exploring barriers and facilitators to nut consumption, further research exploring these factors is justified.

scholarly journals Renewing primary care: the bottom-up experience of an Italian health professional movement

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
G Sessa ◽  
C Milani ◽  
G Occhini ◽  
G Marini ◽  
A Sarro
Keyword(s):  
Public Health ◽  
Primary Care ◽  
Health Care ◽  
Medical Education ◽  
Primary Health Care ◽  
Learning Environments ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Training Session ◽  
Primary Health

Abstract Sustainability of the National Health Systems (NHS) has been facing different challenges. A community-oriented Comprehensive Primary Health Care (CommOr C-PHC) could help its survival. Such a framework, focused on health promotion, primary prevention, not communicable disease management, requires new capabilities among health professionals. Considering teamwork and interprofessional collaboration (IPC) as PHC core elements, there is growing recognition of the need of interprofessional education (IPE). Nevertheless, italian medical education is distant from other disciplines and mainly based on hospital care settings. Since this situation represents an obstacle to implement a CommOr C-PHC model of health service, new ways of training students and retraining actual health workers should be developed. The aim of the project is to design IPE programs and to improve IPC within the C-PHC framework, shared learning environments placed in the community were developed. At the end of 2017 a group of young italian health professionals (public health resident, young general practitioner, social assistant, nurse, medical anthropologist, etc) founded the Campaign “2018 Primary Health care: Now or never”, a cultural movement of public health advocacy. Its goals are: The creation of a common cultural background through the study of PHC evidence and best italian and international practices. Organization of workshops all over Italy: peer education training session, site-visits, lectures with Italian and foreigner health professionals, based on need assessment methods. Individuation of learning environments placed in the community and in a primary care setting where students can apprehend social determinants of health, exercise critical thinking and develop transprofessional knowledge. Key messages Young health professionals from Italy, starting from the need for a different educational framework, based on IPE, created a movement to defend the NHS and promote PHC principles. The success and large participation of a national campaign sustaining PHC and aimed at promoting interprofessional education shows the need for a change in the medical education field.

scholarly journals Effectiveness of Technology-Enabled Knowledge Translation Strategies in Improving the Use of Research in Public Health: Systematic Review (Preprint)

2019 ◽  
Author(s):  
Alison Brown ◽  
Courtney Barnes ◽  
Judith Byaruhanga ◽  
Matthew McLaughlin ◽  
Rebecca K Hodder ◽  
...  
Keyword(s):  
Public Health ◽  
Decision Making ◽  
Health Policy ◽  
Knowledge Translation ◽  
Health Outcomes ◽  
Health Professionals ◽  
Public Health Policy ◽  
Randomized Trials ◽  
Policy Makers ◽  
Or Practice

BACKGROUND Knowledge translation (KT) aims to facilitate the use of research evidence in decision making. Changes in technology have provided considerable opportunities for KT strategies to improve access and use of evidence in decision making by public health policy makers and practitioners. Despite this opportunity, there have been no reviews that have assessed the effects of digital technology-enabled KT (TEKT) in the field of public health. OBJECTIVE This study aims to examine the effectiveness of digital TEKT strategies in (1) improving the capacity for evidence-based decision making by public health policy makers and practitioners, (2) changing public health policy or practice, and (3) changes in individual or population health outcomes. METHODS A search strategy was developed to identify randomized trials assessing the effectiveness of digital TEKT strategies in public health. Any primary research study with a randomized trial design was eligible. Searches for eligible studies were undertaken in multiple electronic bibliographic databases (Medical Literature Analysis and Retrieval System Online [MEDLINE], Excerpta Medica dataBASE [EMBASE], PsycINFO, Cumulative Index to Nursing and Allied Health Literature [CINAHL], and Scopus) and the reference lists of included studies. A hand search of 2 journals (Implementation Science and Journal of Medical Internet Research) and a gray literature search were also conducted. Pairs of independent review authors screened studies, assessed the risk of bias, and extracted data from relevant studies. RESULTS Of the 6819 citations screened, 8 eligible randomized trials were included in the review. The studies examined the impact of digital TEKT strategies on health professionals, including nurses, child care health consultants, physiotherapists, primary health care workers, and public health practitioners. Overall, 5 of the interventions were web-training programs. The remaining 3 interventions included simulation games, access to digital resource materials and the use of tailored messaging, and a web-based registry. The findings suggest that digital TEKT interventions may be effective in improving the knowledge of public health professionals, relative to control, and may be as effective as a face-to-face KT approach. The effectiveness of digital TEKT strategies relative to a control or other digital KT interventions on measures of health professional self-efficacy to use evidence to enhance practice behavior or behavioral intention outcomes was mixed. The evidence regarding the effects on changes to health policy or practice following exposure to digital TEKT was mixed. No trials assessed the effects on individual or population-level health outcomes. CONCLUSIONS This review is the first to synthesize the effectiveness of digital TEKT interventions in a public health setting. Despite its potential, relatively few trials have been undertaken to investigate the impacts of digital TEKT interventions. The findings suggest that although a digital TEKT intervention may improve knowledge, the effects of such interventions on other outcomes are equivocal.

scholarly journals Effect of face-to-face verbal feedback compared with no or alternative feedback on the objective workplace task performance of health professionals: a systematic review and meta-analysis

BMJ Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. e030672 ◽  
Author(s):  
Christina Elizabeth Johnson ◽  
Mihiri P Weerasuria ◽  
Jennifer L Keating
Keyword(s):  
Systematic Review ◽  
Health Professional ◽  
Task Performance ◽  
Health Professionals ◽  
Prediction Interval ◽  
Meta Analysis ◽  
Health Professions ◽  
Risk Of Bias ◽  
Verbal Feedback ◽  
Face To Face

ObjectiveVerbal face-to-face feedback on clinical task performance is a fundamental component of health professions education. Experts argue that feedback is critical for performance improvement, but the evidence is limited. The aim of this systematic review was to investigate the effect of face-to-face verbal feedback from a health professional, compared with alternative or no feedback, on the objective workplace task performance of another health professional.DesignSystematic review and meta-analysis.MethodsWe searched the full holdings of Ovid MEDLINE, CENTRAL, Embase, CINAHL and PsycINFO up to 1 February 2019 and searched references of included studies. Two authors independently undertook study selection, data extraction and quality appraisal. Studies were included if they were randomised controlled trials investigating the effect of feedback, in which health professionals were randomised to individual verbal face-to-face feedback compared with no feedback or alternative feedback and available as full-text publications in English. The certainty of evidence was assessed using the Grading of Recommendations, Assessment, Development and Evaluations approach. For feedback compared with no feedback, outcome data from included studies were pooled using a random effects model.ResultsIn total, 26 trials met the inclusion criteria, involving 2307 participants. For the effect of verbal face-to-face feedback on performance compared with no feedback, when studies at high risk of bias were excluded, eight studies involving 392 health professionals were included in a meta-analysis: the standardised mean difference (SMD) was 0.7 (95% CI 0.37 to 1.03; p<0.001) in favour of feedback. The calculated SMD prediction interval was −0.06 to 1.46. For feedback compared with alternative feedback, studies could not be pooled due to substantial design and intervention heterogeneity. All included studies were summarised, and key factors likely to influence performance were identified including components within feedback interventions, instruction and practice opportunities.ConclusionsVerbal face-to-face feedback in the health professions may result in a moderate to large improvement in workplace task performance, compared with no feedback. However, the quality of evidence was low, primarily due to risk of bias and publication bias. Further research is needed. In particular, we found a lack of high-quality trials that clearly reported key components likely to influence performance.Trial registration numberCRD42017081796.

scholarly journals Interprofessional Education In Healthcare: Establishing A Successful Dialogue For Students And Faculty

2011 ◽  
Vol 3 (1) ◽  
pp. 53-58
Author(s):  
Lynette R. Goldberg ◽  
Victoria Mosack ◽  
Jean Brickell
Keyword(s):  
Clinical Practice ◽  
Survey Data ◽  
Interprofessional Education ◽  
Health Professions ◽  
Evidence Based ◽  
Patient Centered ◽  
Education Assessment ◽  
Interprofessional Teams ◽  
Specific Activities ◽  
Problem Solve

Effective healthcare today is built on interprofessional, population- and evidence-based approaches to provide care that is safe, timely, equitable, patient-centered, and efficient. As a result, there is increasing recognition by faculty, administrators, and community professionals of the importance of providing students with ongoing opportunities to problem-solve and learn together in interprofessional teams. In order to document baseline data on the interprofessional activities underway in a College of Health Professions, faculty and staff in each of the College’s departments completed a published survey, Interprofessional Education Assessment and Planning Instrument for Academic Institutions. Faculty comments showed they viewed interprofessional education and collaborative clinical practice as important. However, survey data showed interprofessional education generally was limited to discipline-specific activities. Data were important in encouraging faculty to begin a productive dialogue as to how interprofessional education opportunities could be implemented more effectively for students. 

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