scholarly journals Expanding the Curriculum in a School of Public Health

2021 ◽  
Vol 9 ◽  
Author(s):  
Evan J. Jordan ◽  
Sarah J. Young ◽  
Nir Menachemi
Keyword(s):  
Public Health ◽  
Health Education ◽  
Best Practice ◽  
Public Health Education ◽  
Well Being ◽  
Educational Systems ◽  
Leisure Studies ◽  
School Of Public Health ◽  
Public Consciousness ◽  
Subject Areas

Public health education has long been concentrated in a core set of public health disciplines such as epidemiology, biostatistics, and environmental health. Despite leaps forward in our understanding of the myriad influences on public health, little has changed in the organization of our educational systems. One issue brought to the forefront of public consciousness by the COVID-19 pandemic is the importance of leisure experiences, such as nature walks, to mental and physical well-being. In this descriptive best practice article, we discuss our approach to expanding the notion of a school of public health and provide examples of how disciplines and subjects outside of the “norms” of public health education, including leisure studies, can help better prepare students for their future in the field. Leisure studies is just one of many subject areas that can add value to public health pedagogy, and we envision many other subject areas and departments integrating into schools of public health in the future.

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

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.

scholarly journals Norwegian-Russian cooperation in public health education in the Euro-Arctic Barents region

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A M Grjibovski ◽  
V A Postoev ◽  
A A Usynina ◽  
O A Kharkova ◽  
JØ Odland
Keyword(s):  
Public Health ◽  
Health Education ◽  
Public Health Education ◽  
Public Health Workforce ◽  
Full Member ◽  
Barents Region ◽  
School Of Public Health ◽  
The University ◽  
Phd Programs ◽  
Arctic Russia

Abstract A Norwegian-Russian cooperation in public health education in the Euro-Arctic Barents region started in the 1980s. In the 1990s it has been mostly limited to research- and student exchanges. In September 2006 seven universities including Northern State Medical University, Arkhangelsk (Russia), University of Tromsø (Norway), Nordic School of Public Health (Sweden), Umeå University (Sweden), Mid-Sweden University (Sundsvall, Sweden), Tampere University (Finland) and the National Institute of Public Health (Oslo, Norway), came together to found the International school of public health in Arkhangelsk, Russia (ISPHA). The mission of the ISPHA was to increase the level of knowledge in methods of research and practice in the field of public health, and to promote the implementation of this knowledge in Northwest Russia. Since 2007, ISPHA is providing public health education based on a 2-year MPH training. In 2007, ISPHA became the first full member of ASPHER. Forty-eight specialists got MPH degrees at ISPHA as a part of the program. In 2013 a PhD programme between NSMU and the University of Tromsø was established. In 2013-19, 6 PhD theses were defended, and totally 28 full-text papers were published in peer-reviewed journals. In 2017 two new PhD programs in public health between Norway and Russia were initiated. The programme in environmental health and registry epidemiology in Arctic and Sub-Arctic Russia is run in collaboration between two Russian and two Norwegian universities while the second programme on cardiovascular epidemiology is run by NSMU and the University of Tromsø. Both programmes have already recruited PhD students and teachers from both countries. Achievements, challenges, sustainability and future perspectives will be discussed. In spite of political perturbations, cooperation in public health education and research between Norway and Russia is contributing to better understanding of each other and strengthening public health workforce in Arctic Russia. Key messages Norwegian Russian cooperation evolved from exchanges to PhD programs. Most of the graduates strengthen public health capacity in their regions.

scholarly journals Preparing the public health workforce for digital health futures: the case for digital Health training & capacity building

2021 ◽  
Vol 31 (Supplement_3) ◽  
Author(s):  
B Wong ◽  
S Buttigieg ◽  
D Vital Brito
Keyword(s):  
Public Health ◽  
Health Education ◽  
Capacity Building ◽  
Health Workforce ◽  
Digital Health ◽  
Public Health Education ◽  
Well Being ◽  
Public Health Workforce ◽  
Health Technologies ◽  
Wide Range

Abstract Digital technologies are rapidly being integrated into a wide range of health fields, public health in particular. While ‘digital health' has the potential to significantly improve population health and well-being outcomes, its effective implementation and responsible use are contingent on building a public health workforce with a sufficient level of knowledge and skills to effectively navigate the digital transformations in health. In particular, the next generation of public health professionals-namely youth-must be adequately prepared to maximise the potential of these digital transformations. This presentation will highlight three key priority areas which should be prioritised in digital health education in public health to fully harness the potential benefits of digital health: capacity building, opportunities for youth, and an ethics-driven approach. It will also present applications of digital health (technologies) and best practices for public health education.

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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