A Conceptual Model for Public Health Education in Podiatric Medicine

2001 ◽  
Vol 91 (9) ◽  
pp. 488-495 ◽  
Author(s):  
Arthur E. Helfand ◽  
Alice J. Hausman
Keyword(s):  
Public Health ◽  
Health Education ◽  
Conceptual Model ◽  
Clinical Education ◽  
Public Health Education ◽  
Degree Program ◽  
Department Of Health ◽  
Professional Degree ◽  
Health Studies ◽  
Dual Degree

This article discusses the need for and the advantages of a dual degree program between podiatric medicine and public health. The authors expand on the existing program for public health education at the first professional degree level to include a conceptual model for a dual degree program developed at Temple University’s Department of Health Studies, through the Graduate School and the School of Podiatric Medicine. The model combines didactic and clinical education at the graduate level to ensure that clinicians involved in determining health policy are prepared to represent the profession in the restructuring of the health-care system. (J Am Podiatr Med Assoc 91(9): 488-495, 2001)

scholarly journals A curriculum perspective for Bachelor of Science in Public Health 4-years honors degree program at public and private universities in Bangladesh

Mediscope ◽  
2018 ◽  
Vol 6 (1) ◽  
pp. 31-39
Author(s):  
MS Laskar
Keyword(s):  
Public Health ◽  
Health Education ◽  
Private Universities ◽  
Public Health Education ◽  
Degree Program ◽  
Literacy Skills ◽  
Quantitative Literacy ◽  
Integrative Learning ◽  
Public And Private ◽  
Bachelor Of Science

A comprehensive Bachelor of Science in Public Health (BScPH) curriculum containing multidisciplinary modules was seemed to be appropriate for 4-years undergraduate (honors) for public and private universities of Bangladesh exploring to start the program and to flourish public health education. It was explored and developed one reviewing well-established learning objectives of public health education and curriculum development by different universities around the world. Focusing on multidisciplinary courses, several study topics were derived for this BScPH curriculum such as basic biological subjects, mathematics and other core courses integrating the contribution of arts and sciences disciplines into public health, developing critical thinking and quantitative literacy skills, acquiring personal and social responsibility through incorporation of experiential learning, and providing integrative learning for global health challenges. English is the preferable language medium of instruction. The curriculum contains 156 credit points, which are to be completed by the students for graduation. The curriculum might contribute to establish public health undergraduate (honors) program at public and private universities, which would make more students to come forward to be graduates in the field and serve to build a healthy nation. An evaluation at any point while conducting the BScPH degree program will help to modify or update the curriculum taking into consideration the current situation and information to enhance achieved learning outcome. Mediscope Vol. 6, No. 1: Jan 2019, Page 31-39

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.

scholarly journals Formal Public Health Education and Career Outcomes of Medical School Graduates

PLoS ONE ◽  
2012 ◽  
Vol 7 (6) ◽  
pp. e39020 ◽  
Author(s):  
Marie Krousel-Wood ◽  
Jiang He ◽  
Meredith Booth ◽  
Chung-Shiuan Chen ◽  
Janet Rice ◽  
...  
Keyword(s):  
Public Health ◽  
Health Education ◽  
Medical School ◽  
Public Health Education ◽  
Career Outcomes
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