Developing a Public Health Maternal and Child Health Training Program: Lessons Learned from Five Schools of Public Health

Maternal and child health (MCH), as a core sub-field of public health, continues to be an essential area in which additional workforce development and investment are needed. Recent public health workforce assessments in the United States reveal there will be a significant number of vacancies in MCH public health positions in the near future, creating the need for a well-trained and skilled public health MCH workforce. In order to address this potential critical workforce gap, the U.S. Department of Health and Human Services, Health Resources and Services Administration’s Maternal and Child Health Bureau initiated the Maternal and Child Health Public Health Catalyst Program in 2015 to support the creation of MCH training programs in accredited schools of public health that previously did not have a MCH concentration. This article details the accomplishments and lessons learned from the first five MCH Catalyst Program grantees: Drexel University; Florida International University; Rutgers, The State University of New Jersey; Texas A&M University; and the University at Albany.

Relevance of developing public health service cadres alongside a more prevention oriented Indian health system: an overview

The relevance of public health has been emphasized in the wake of the global epidemic COVID-19. There are several success stories that we often tend to forget, such as the fight against various infectious illnesses like smallpox, poliomyelitis, and current human-immunodeficiency virus (HIV) prevention, to name a few, public health has played a significant impact. Diarrheal diseases, for example, which contributes significantly to India's under-five mortality rate and is one of the leading causes of malnutrition, can be effectively handled by improving access to safe water and sanitation. Because public health encompasses more than just health, we require a workforce with managerial and leadership skills as well as training in public health as a specialty. This paper explores some of the successes and lessons learned from systematic investments in public health in the Indian state of Tamil Nadu, namely The Tamil Nadu model and other countries, as well as the system's flaws. In India, a feasible framework for establishing dedicated public health cadres has also been explored. Evidence was acquired from PubMed, Google Scholar, newspaper stories, and publicly released government orders and papers. The recruitment of cadres may resemble that of the Indian economic/statistical services (IES/ ISS) by the UPSC. Another area to emphasize for health professionals interested in public health is training. Starting from frontline workers, block level workers to district and state we need dedicated public health workforce. Moreover, the need of the hour is to establish such a system which will work alongside pre-existing clinical fields.

Implementing digital technology during the pandemic: impact on stoma nursing services at a tertiary referral centre

The COVID-19 pandemic has been one of the greatest challenges to the NHS, creating turmoil in the public health workforce and for all of those who use its services. Its immediate impact was a rapid change in how care in the NHS is planned, delivered and accessed, with no concession for stoma care services. Investment in global resources detailing COVID-19 recovery plans and the steady increase in national data related to the transmission and treatment of the virus has allowed stoma care nurses to better understand the long-term effects of the pandemic and mitigate future risk to specialist nursing services. This article describes how this crisis has provided an opportunity to radically change systems and processes in stoma care through the use of digital technology to continue interaction with patients, communicate with the multidisciplinary team and collaborate with relatives or carers, and as a platform to enhance personal development, training and education.

Project Management Training in Schools and Programs of Public Health in the United States

Background. Little is known about the use of project management in public health research and practice in the U.S. Research from other countries supports the use of project management (PM) principles to successfully manage public health programs and research, prevent delays, and reduce costs. However, knowledge of PM training in public health schools and programs is limited. This study sought to (1) determine the extent to which PM training is offered to public health students in schools and programs in the U.S. accredited by the Council on Education for Public Health (CEPH), (2) examine why project management courses are not offered, and (3) identify the challenges faced in offering PM courses. Methods. In May 2019, an online survey was distributed to 178 CEPH-accredited schools and programs in public health in the U.S. Thirty-seven percent of schools/programs completed the survey. Results. About 75% of CEPH-accredited schools and programs that responded do not offer PM training. However, respondents deemed PM skills and training critical for the success of students. Primary challenges included lack of qualified instructors, course cost, lack of school/program interest, perceived lack of student interest, and unfamiliarity of the benefits of PM to public health. Discussion. Opportunities abound for administrators to familiarize themselves with the evidence that PM training helps prepare students for the public health workforce. Identifying qualified faculty and funding to support curriculum development, the implementation of PM competencies by CEPH, and additional research are needed to encourage the adoption of PM in schools/programs of public health.

A Pipeline to Increase Public Health Diversity: Describing the Academic Enrichment Components of the Summer Public Health Scholars Program

A public health workforce that reflects the increasing diversity of the U.S. population is critical for health promotion and to eliminate persistent health disparities. Academic institutions must provide appropriate education and training to increase diversity in public health professions to improve efforts to provide culturally competent care and programs in the most vulnerable communities. Reaching into the existing talent pool of diverse candidates at the undergraduate level is a promising avenue for building a pipeline to advanced training and professional careers in the field of public health. The Summer Public Health Scholars Program (SPHSP) at the Columbia University Irving Medical Center (CUIMC) is a 10-week summer internship program with a mission to increase knowledge and interest in public health and biomedical sciences. Funded by the Centers for Disease Control and Prevention’s (CDC) Undergraduate Public Health Summer Programs, sponsored by the CDC’s Office of Minority Health and Health Equity, SPHSP aims to pipeline underrepresented students into public health graduate programs and careers by providing mentorship, academic enrichment, professional development, and field-based placements. The SPHSP is uniquely positioned to offer scholars a program that exposes them to core public health training components through the joint effort of all four CUIMC schools: public health, dentistry, nursing, and medicine. Here, we describe the program’s academic enrichment components, which provide advanced and multifaceted public health training opportunities. We discuss the impacts of the program on student outcomes and lessons learned in developing and refining the program model.

An Evaluation of a Pipeline Program to Support Diversity in the Public Health Workforce: CDC Undergraduate Public Health Scholars (CUPS) Program

Established by the Centers for Disease Control and Prevention (CDC), the goal of the CDC Undergraduate Public Health Scholars (CUPS) program is to expose students underrepresented in public health and medicine to careers in public health; ultimately, increasing the membership of these groups in these fields including biomedical sciences. CDC implemented a retrospective outcome evaluation of 1,047 students who participated in the program from 2012 to 2017. Seventy-four percent (775) of students responded to the survey that captures their academic attainment and employment status, as well as their perception of the program’s and mentors’ influence on their career path. As of 2020, 639 (83.4%) of 775 participants have enrolled in an advanced degree program, with over 80% of 639 participants pursuing degrees in biomedical sciences, public health, or health care (BSPHHC)–related fields. Two thirds (374/566) of participants who reported they had ever been employed in a career position are working/have worked in BSPHHC-related fields. Overall, 77.4% (600) of 775 participants reported either the program or the mentors, or both were extremely or very influential to their career path. Students claimed the CUPS program had “opened their eyes,” inspired their interest, cultivated their passion for the field of public health, and fueled their drive to find solutions to and in social determinants of health and contribute to health equity. The opportunity to gain work and research experience through internship placements in CUPS has “opened doors” to first jobs and advanced education and training opportunities for many students.