1,431 results on '"Schools, Public Health"'
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2. Mapping competency profiles of schools of public health: implications for public health workforce education and training in Israel.
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Neumark Y, Hannink Attal J, Shapiro N, MacLeod F, Harrington J, Barach P, de Nooijer J, Dopelt K, Duplaga M, Leighton L, Levine H, Mor Z, Otok R, Paillard-Borg S, Tulchinsky T, Zelber-Sagi S, and Malowany M
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- Israel, Humans, Professional Competence standards, Schools, Public Health, Public Health education, Education, Public Health Professional, Curriculum
- Abstract
Aim: Competency frameworks are essential for analyzing capabilities of Schools of Public Health to adequately prepare public health (PH) professionals to address contemporary challenges. This study maps the competency profiles of PH training programs in Israel using a novel curriculum mapping tool., Methods: This study assessed all five Israeli Health Education Institutions (HEIs) offering MPH or Bachelors in Public Health (BPH) degrees across 57 competencies in six domains to determine the extent to which competencies were addressed in the curriculum. The competencies list was based on the Association of Schools of Public Health in the European Region (ASPHER) List of Core Competences for the Public Health Professional, adapted for Israeli HEIs., Results: The core curricula in the four MPH programs addressed 45-84% of all competencies. The BPH program addressed 79% of competencies. In MPH programs, the core curricula addressed most or all competencies in the Methods and the Socioeconomic Determinants of Health domains. Competencies in the domains of Environmental Determinants of Health, Health Policy, Economics & Organization, and Health Promotion and Prevention were less comprehensively addressed in most core curricula. Students' opportunities to broaden their exposure to competencies outside the core curricula were context dependent., Discussion: The curriculum competencies mapping tool that was developed served to assess both strengths and shortcomings in PH education in Israel. The findings demonstrate a highly variable array of PH curriculum models in Israeli HEIs, as well as overall shortcomings in the Environmental, Health Policy Economics and Organization, and Health Promotion and Prevention domains. This analysis has already led to reassessment of the curriculum, and will continue to guide the next steps to increase the harmonization of PH training curricula and to better meet PH challenges in Israel., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Neumark, Hannink Attal, Shapiro, MacLeod, Harrington, Barach, de Nooijer, Dopelt, Duplaga, Leighton, Levine, Mor, Otok, Paillard-Borg, Tulchinsky, Zelber-Sagi and Malowany.)
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- 2024
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3. Responsive public health doctoral education: experiences and reflections from a School of Public Health in South Africa.
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Schneider H, Amde W, Carolissen C, Van Wyk B, and Lehmann U
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- Humans, Schools, Public Health, South Africa, Curriculum, Education, Graduate, Public Health education
- Abstract
Institutional capacity for doctoral training is key to addressing the complex challenges facing the global south. In the context of the need for skilled knowledge workers in health systems and growing demand for doctoral places, we reflect on the evolution of a public health doctoral programme in a South African School of Public Health. Through this case, we aim to contribute to wider debates on the form and content of emerging public health doctoral programmes in South Africa and the African continent. Drawing on a multi-level framework of 'curriculum responsiveness' we consider responsive public health doctoral education as simultaneously engaging macro-social, institutional/cultural, disciplinary and individual learning imperatives. We assess the responsiveness of the doctoral programme against these elements, describing the growth, institutional context and systems and pedagogical strategies introduced over the last decade, and areas for further development. We conclude by proposing the multi-level capacities required for responsive public health doctoral education. We highlight the need for diversified curricula (including professional doctorates) that support a wider set of graduate attributes and career trajectories beyond academia, greater investment in doctoral infrastructures within higher education institutions, and disciplinary practices and pedagogies that centre epistemic access and justice., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2024. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)
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- 2024
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4. Social determinants of gastrointestinal malformation mortality in Brazil: a national study.
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Gerk A, Rosendo A, Telles L, Miranda AG, Carroll M, Trindade BO, Motter SB, Freire E, Hyman G, Ferreira J, Botelho F, Ferreira R, Mooney DP, and Bustorff-Silva J
- Abstract
Introduction: In Brazil, approximately 5% are born with a congenital disorder, potentially fatal without surgery. This study aims to evaluate the relationship between gastrointestinal congenital malformation (GICM) mortality, health indicators, and socioeconomic factors in Brazil., Methods: GICM admissions (Q39-Q45) between 2012 and 2019 were collected using national databases. Patient demographics, socioeconomic factors, clinical management, outcomes, and the healthcare workforce density were also accounted for. Pediatric Surgical Workforce density and the number of neonatal intensive care units in a region were extracted from national datasets and combined to create a clinical index termed ' NeoSurg'. Socioeconomic variables were combined to create a socioeconomic index termed ' SocEcon'. Simple linear regression was used to investigate if the temporal changes of both indexes were significant. The correlation between mortality and the different indicators in Brazil was evaluated using Pearson's correlation coefficient., Results: Over 8 years, Brazil recorded 12804 GICM admissions. The Southeast led with 6147 cases, followed by the Northeast (2660), South (1727), North (1427), and Midwest (843). The North and Northeast reported the highest mortality, lowest NeoSurg, and SocEcon Index rates. Nevertheless, mortality rates declined across regions from 7.7% (2012) to 3.9% (2019), a 51.7% drop. The North and Midwest experienced the most substantial reductions, at 63% and 75%, respectively. Mortality significantly correlated with the indexes in nearly all regions ( p <0.05)., Conclusion: Our study highlights the correlation between social determinants of health and GICM mortality in Brazil, using two novel indexes in the pediatric population. These findings provide an opportunity to rethink and discuss new indicators that could enhance our understanding of our country and could lead to the development of necessary solutions to tackle existing challenges in Brazil and globally., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2024. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)
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- 2024
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5. The Effectiveness and Flexibility of Practice-Based Teaching: A Long-term, Cross-disciplinary Evaluation
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Jacey A. Greece, Candice Bangham, James Wolff, Malcolm Bryant, Gouri Gupte, and Donna McGrath
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Schools, Public Health ,Teaching ,Public Health, Environmental and Occupational Health ,Administrative Personnel ,Humans ,Public Health ,Students ,Faculty - Abstract
Objectives: Schools of public health (SPHs) must train students through real-world situations. Practice-based teaching (PBT) uses immediate application for skill development through multiple modes of delivery including virtual collaborations. PBT provides short-term benefits but is less understood long term. We sought to understand the longer-term impacts of PBT on students, public health agencies, faculty, and SPH administration and determine if the reported benefits of PBT outweigh the challenges. Methods: We used a mixed-methods pre–post-test evaluation to assess short-term outcomes in spring 2015 and long-term outcomes 3 years later using quantitative and qualitative assessments. The evaluation included 4 PBT courses spanning disciplines in 1 SPH. Participants included students (n = 56), collaborating agencies (n = 9), teaching faculty (n = 7), and SPH administrators (n = 8). Results: Students reported acquisition of competencies, application at follow-up, and being workforce ready (91.0%) with greater appreciation 3 years post-semester (78.6%). Collaborating agencies reported successful implementation of deliverables (77.8%) and enhanced networks (88.7%) with cost savings and better outcomes for the communities served. Faculty recognized beneficial outcomes to students including workforce preparation (71.4%), and administration recognized the benefits and worth of PBT to the school for teaching (100%) and research opportunities (87.5%). Conclusions: Given the shifting higher education landscape as a result of the pandemic, public health courses are being redesigned to provide opportunities for skill development, regardless of delivery mode, and enhanced connections to the field are essential. PBT is a flexible pedagogy that results in lasting and innovative resources to agencies and prepares public health students with technical skills and professional competencies to be workforce ready.
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- 2024
6. Are We Prepared for Precision Public Health? An Examination of Genomics Content in Graduate Public Health Programs
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Ally Goerge, Karen L. Niemchick, and Amy Ponte
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Medical education ,medicine.medical_specialty ,Schools, Public Health ,Public health ,Data Collection ,education ,Public Health, Environmental and Occupational Health ,Public health education ,Genomics ,Disease ,United States ,Political science ,Workforce ,medicine ,Education, Public Health Professional ,Humans ,Curriculum ,Public Health - Abstract
Objective With the completion of the Human Genome Project and swift development of genomic technologies, public health practitioners can use these advancements to more precisely target disease interventions to populations at risk. To integrate these innovations into better health outcomes, public health professionals need to have at least a basic understanding of genomics within various disciplines of public health. This descriptive study focused on the current level of genomics content in accredited master of public health (MPH) programs in the United States. Methods We conducted an internet search on all 171 Council on Education for Public Health (CEPH)–accredited MPH programs in the United States for genomics content in required and elective courses using the search terms “genetics,” “genomics,” and “molecular.” Results Of the 171 CEPH-accredited MPH programs examined, 52 (30.4%) schools and programs in 34 states offered some type of genomics education. Thirty-five (20.5%) schools and programs had a course in genetic epidemiology, 29 (16.9%) had a course in genetic biostatistics or bioinformatics, and 17 (9.9%) had a course in general public health genomics. The remaining 119 offered no course with a focus on genetics or genomics. In addition, some electives or specifically focused courses related to genomics were offered. Conclusion We found inadequate training in public health genomics for MPH students. To realize the promise of precision public health and to increase the understanding of genomics among the public health workforce, MPH programs need to find ways to integrate genomics education into their curricula.
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- 2023
7. What Does It Mean to Be a Clinical Track Faculty Member in Public Health? A Survey of Clinical Track Faculty Across the United States
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Emily J. Youatt, Laura E. Power, Ella August, and Olivia S. Anderson
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Medical education ,medicine.medical_specialty ,Schools, Public Health ,Public health ,media_common.quotation_subject ,Public Health, Environmental and Occupational Health ,Mentoring ,Track (rail transport) ,Faculty ,United States ,Promotion (rank) ,Political science ,Surveys and Questionnaires ,medicine ,Humans ,Public Health ,media_common - Abstract
ObjectivesThe clinical professor track has expanded and reflects a trend toward hiring non–tenure-track faculty in public health; however, little is known about this track. We documented characteristics of clinical faculty at US schools of public health.MethodsWe surveyed clinical faculty at Council on Education for Public Health–accredited schools of public health in the United States in 2019, identified via each school’s website. We invited faculty (n = 264) who had the word clinical in their title (ie, apparently eligible faculty), had a working email address, and were not authors of this article to provide information about their rank, degree credentials, expectations for teaching, service, research and practice, and promotion criteria at their institution. In addition, we used open-ended responses to explain and contextualize quantitative data.ResultsOf 264 apparently eligible faculty surveyed, 88 (33.3%) responded. We included 81 eligible clinical faculty in our final sample, of whom 46 (56.8%) were assistant professors and 72 (88.9%) had a terminal degree; 57 of 80 (71.3%) had an initial contract of ≤2 years or no contract. Most clinical faculty listed service (96.2%), teaching (95.0%), and student advising/mentoring (86.3%) as duties; fewer clinical faculty reported research (55.0%), practice (33.8%), or clinic (7.5%) duties. Only 37.1% of respondents agreed or strongly agreed that promotion policies for clinical track faculty were clear.ConclusionsIf most clinical faculty are at the lowest academic rank, with short contracts and unclear expectations, it will be difficult for clinical faculty to advance and challenging for schools of public health to benefit from this track. Clear institutional expectations for scope of work and promotion may enhance the contribution of clinical faculty to schools of public health and help define this track.
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- 2023
8. Development of the FlagIt Report and Response System for Concerning or Harassing Messages Related to Public Health Work.
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Sell TK and Resnick BA
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- Humans, Universities, Electronic Mail, Schools, Public Health, Public Health, Health Facilities
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In response to growing reports of concerning/harassing messages and backlash related to public health work, the Johns Hopkins Bloomberg School of Public Health established the FlagIt report and response system. The system uses a dedicated FlagIt email inbox for faculty and staff to report harassing or concerning messages related to public-facing work and has an autoreply message sharing available institutional resources. The Johns Hopkins University public safety investigators review, inventory, and investigate the reported messages and share their findings with the reporter within 2 business days. In addition, the Johns Hopkins Bloomberg School of Public Health faculty FlagIt team volunteers reach out to the reporter to check in on how they are doing and offer additional supports if needed The FlagIt system was developed with existing institutional resources and did not require additional funding. Given the continued backlash against public health, other public health institutions and agencies may consider implementing similar report and response systems., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2023 Wolters Kluwer Health, Inc. All rights reserved.)
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- 2024
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9. Combating Anti-Asian American/Pacific Islander Racism Through Local Health Departments and Schools of Public Health
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Mary Huynh and Emma K. Tsui
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medicine.medical_specialty ,Native Hawaiian or Other Pacific Islander ,Asian ,Schools, Public Health ,media_common.quotation_subject ,Public health ,Public Health, Environmental and Occupational Health ,Criminology ,Racism ,Asian american pacific islander ,Political science ,medicine ,Humans ,Public Health ,media_common - Published
- 2023
10. Building Program Evaluation Capacity Through an Online Training for Graduate Students at Schools and Programs of Public Health.
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Hemingway BL, Balingit RM, and Donaldson SI
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- Humans, Program Evaluation, Students, Universities, Schools, Public Health, Public Health education, Curriculum
- Abstract
Objectives: Program evaluation is an essential function for public health professionals that is necessary to acquire funding for public health programs and support evidenced-based practice, but coverage of program evaluation principles and methodology within the master of public health (MPH) curriculum is inconsistent and may not adequately prepare students to conduct program evaluation activities postgraduation, especially on culturally responsive program evaluation. We examined the effectiveness of an online training course on program evaluation topics., Methods: In July 2021, we recruited current and recently graduated MPH students from accredited US universities to measure the effectiveness of a 1-hour online training course in program evaluation. We distributed pre- and postsurveys to eligible participants. We assessed program evaluation skills on a 4-point Likert scale to determine improvements in knowledge (from 4 = extremely knowledgeable to 1 = not knowledgeable), attitudes (from 4 = strongly agree to 1 = strongly disagree), and self-efficacy (from 4 = strongly agree to 1 = strongly disagree)., Results: Among 80 MPH students who completed the survey, respondents indicated mean (SD) increases from presurvey to postsurvey in knowledge (from 2.13 [0.66] to 3.24 [0.54]) and attitudes (from 3.61 [0.51] to 3.84 [0.30]) toward program evaluation and in self-efficacy in conducting program evaluation (from 2.92 [0.71] to 3.44 [0.52])., Conclusion: The course may be an effective approach for training public health professionals about program evaluation. Our results provide a basis for revising the way program evaluation is taught and practical recommendations for integrating program evaluation competencies within public health curricula, such as by incorporating a self-paced training course for continuing education., Competing Interests: Declaration of Conflicting InterestsThe authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
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- 2024
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11. SUS Ombudsman offices and the Brazilian Public Health School Network: a novel experience
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Souza, Rosa Maria Pinheiro, Costa, Patricia Pol, and Muñoz, Francisco Gastón Salazar
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Formação profissional ,Governança em saúde ,Escolas de saúde pública ,Health services administration ,Vocational education ,Ouvidoria dos pacientes ,Ombudsman, patient ,Health governance ,Gestão de serviços de saúde ,Schools, public health - Abstract
RESUMO Este relato de experiência teve como objetivo analisar o processo de formação de ouvidores do Sistema Único de Saúde (SUS), uma parceria entre a Escola Nacional de Saúde Pública Sergio Arouca (Ensp/ Fiocruz), a Rede Brasileira de Escola de Saúde Pública (RedEscola) e a Secretaria de Gestão Estratégica e Participativa do SUS (SGEP/MS). Considerada pioneira, a formação foi desenvolvida dentro da lógica de construção participativa, envolvendo atores municipais, estaduais e nacionais das Ouvidorias do SUS, instituições/escolas de saúde pública estaduais, Conselho Nacional de Secretarias Municipais de Saúde (Conasems) e Secretaria Técnica e Executiva da RedEscola, em uma articulação de governança consertada que resultou na formação de 451 ouvidores. ABSTRACT This experience report aimed to analyze the vocational education of ombudsmen in the Unified Health System (SUS). This project was a partnership between the Sergio Arouca National School of Public Health (ENSP/FIOCRUZ), the Brazilian Network of Public Health Schools (RedEscola), and the SUS Strategic and Participatory Management Secretary (SGEP/MS). Considered pioneering, the vocational education was developed within the logic of a participatory process which involved municipal, state and national actors from SUS Ombudsman offices, state public health institutions/schools, the National Council of Municipal Health Secretaries (CONASEMS), and the RedEscola’s Technical and Executive Secretary in a consensual governance articulation resulting in the qualification of 451 ombudsmen.
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- 2023
12. Public Health Student Response to COVID-19
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Kaelyn F Burns, Colten J Strickland, and Jennifer A. Horney
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medicine.medical_specialty ,Health (social science) ,Schools, Public Health ,Universities ,Coronavirus disease 2019 (COVID-19) ,education ,Disease Outbreaks ,Health(social science) ,03 medical and health sciences ,0302 clinical medicine ,Political science ,Agency (sociology) ,medicine ,Humans ,Community Health Services ,030212 general & internal medicine ,Cooperative Behavior ,Original Paper ,Medical education ,030505 public health ,Surge Capacity ,Students, Public Health ,Public health ,Public Health, Environmental and Occupational Health ,COVID-19 ,Workforce development ,Surge capacity ,Workforce ,0305 other medical science ,Public health preparedness ,Public health workforce ,Contact tracing ,Public health students - Abstract
To understand the role public health students play in response to COVID-19 despite cuts in funding for graduate student emergency response programs (GSERPs), we reviewed the websites of the Association of Schools and Programs of Public Health, Council on Education in Public Health, and individual schools and programs to identify student participation in COVID-19 response activities. Thirty schools and programs of public health are supporting public health agencies in response to COVID-19, primarily through the provision of surge capacity (n = 20, 66.7%), contact tracing (n = 19, 63.3%), and training (n = 11, 36.7%). The opportunity to participate in formal and informal applied public health experiences like practica, service-learning, and field placements can benefit both public health students and agency partners. Although recent publications have identified gaps in academic public health response to COVID-19, in part due to the cessation of funding for workforce development and other university-based programs in public health preparedness, schools and programs of public health continue to support public health agencies. Future funding should explicitly link public health students to applied public health activities in ways that can be measured to document impacts on public health emergency response and the future public health workforce.
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- 2020
13. Developing Future Public Health Leaders Trained in Long-term Care Administration
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Polly Welsh, N Ruth Gaskins Little, and Adam Sholar
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leadership ,medicine.medical_specialty ,Schools, Public Health ,Population ,education ,public health workforce ,03 medical and health sciences ,0302 clinical medicine ,Political science ,medicine ,Humans ,030212 general & internal medicine ,Education, Graduate ,Curriculum ,Health policy ,Aged ,Licensure ,education.field_of_study ,Medical education ,030505 public health ,Health Policy ,Public health ,Public Health, Environmental and Occupational Health ,Research Reports ,Long-term care ,Coursework ,Education, Public Health Professional ,long-term care ,Public Health ,0305 other medical science ,Graduation - Abstract
Background America's population is rapidly aging. Long-term care leaders have not been considered part of the public health workforce. The enumeration of long-term care into the public health workforce taxonomy has not occurred. This article examines the extent of graduate public health education oriented to long-term care and provides a case study of a successful curriculum at East Carolina University (ECU). Method Web sites displaying the curriculum of 135 graduate programs/schools accredited by the Council on Education for Public Health (CEPH) were analyzed for graduate long-term care orientation. A case-study approach was used to describe the integration of long-term care into the Master of Public Health (MPH) Health Policy Administration & Leadership concentration at ECU. Results A review of 135 CEPH graduate MPH programs from January to July 2019 found that only 8 institutions offered graduate courses in long-term care administration. Of the 8, ECU Brody School of Medicine Department of Public Health was the only program directly linking coursework to licensure as a long-term care administrator. Program graduates total 30, which include 5 MPH students currently completing their Administrator in Training. At time of graduation, 17 students had obtained North Carolina licensure. Conclusions Because of increases in population aging, this requires a public health workforce with skills and training in the care of older adults. Formal recognition of long-term care workers as an integral part of the public health workforce is needed. The Institute of Medicine called for this action more than a decade ago.
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- 2020
14. Fifty years of Nordic social medicine and public health : snapshots of a journal
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Peter Allebeck and Urban Janlert
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Folkhälsovetenskap, global hälsa, socialmedicin och epidemiologi ,Biomedical Research ,Policy ,Schools, Public Health ,Social Medicine ,Public Health, Environmental and Occupational Health ,Humans ,Public Health, Global Health, Social Medicine and Epidemiology ,Public Health ,General Medicine ,Scandinavian and Nordic Countries - Abstract
We revied articles published in the Scandinavian Journal of Public Health in a 50 years perspective. Papers reflect development of public health research, policy and debate over the years. Several papers describe early phases of Nordic population based studies that came to have major importance.
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- 2022
15. COVID-19 surveillance in the Flemish school system : development of systematic data collection within the public health school system and descriptive analysis of cases reported between October 2020 and June 2021
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Joanna Merckx, Jonas Crèveceour, Kristiaan Proesmans, Naïma Hammami, Hilde Denys, Niel Hens, Merckx, Joanna/0000-0001-9426-8259, Merckx, Joanna, CREVECOEUR, Jonas, Proesmans, Kristiaan, Hammami, Naima, Denys, Hilde, and HENS, Niel
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Adult ,Science & Technology ,Surveillance ,Schools ,Schools, Public Health ,TRANSMISSION ,Epidemiology ,Data Collection ,Testing ,Public Health, Environmental and Occupational Health ,COVID-19 ,SARS-COV-2 ,POLICY ,Child, Preschool ,INFECTION ,Cases ,Humans ,Human medicine ,Child ,Life Sciences & Biomedicine ,OUTBREAKS ,Children ,Public, Environmental & Occupational Health - Abstract
Background The age-specific distribution of SARS-CoV-2 cases in schools is not well described. Reported statistics reflect the intensity of community transmission while being shaped by biases from age-dependent testing regimes, as well as effective age-specific interventions. A case surveillance system was introduced within the Flemish school and health-prevention network during the 2020-2021 school year. We present epidemiological data of in-school reported cases in pre-, primary and secondary schools identified by the case surveillance system, in conjunction with test data and community cases from October 2020 to June 2021. Methods We describe the development of the surveillance system and provide the number of reported cases and standardized rates per grade over time. We calculated absolute and relative differences in case incidence according to school grade (primary: grades 1-6, and secondary: grades 7-12) using grades 7-8 as a comparator, relating them to non-pharmaceutical infection prevention interventions. Cumulative population incidences (IP) stratified by age, province and socioeconomic status (SES) of the school population are presented with their 95% confidence intervals (CI). Results A total of 59,996 COVID-19 cases were reported in the school surveillance system, with the highest population adjusted IP in grade 11-12 of 7.39% (95%CI 7.24-7.53) and ranging from 2.23% to 6.25% from pre-school through grade 10. Age-specific reductions in mask introduction and in-person teaching were temporally associated with decreased case incidence, while lower pupil SES was associated with an increase in cumulative cases (excess 2,739/100,000 pupils compared to highest SES tertile). Community testing volumes varied more for children compared to adults, with overall higher child test-positivity. Holidays influence capturing of cases by the system, however efficiency increased to above 75% after further automation and integration in existing structures. Conclusion We demonstrate that effective integration of case surveillance within an electronic school health system is feasible, provides valuable data regarding the evolution of an epidemic among schoolchildren, and is an integral component of public health surveillance and pandemic preparedness. The relationship towards community transmission needs careful evaluation because of age-different testing regimens. In the Flemish region, case incidence within schools exhibited an age gradient that was mitigated through grade-specific interventions, though differences by SES remain. The authors did not receive funding for this project. The surveillance system is under the responsibilities of the Ministry of Education and Health and did not receive additional or specifc funding. The investigators involved in the study did not receive separate funding for the analysis. All investigators had access to the anonymized and secured data. We are thankful for the collaboration with the Department Onderwijs and grateful to all the colleagues at the CLBs for their eforts in the collection of the data and their work during the 2020-2021 academic year. We thank Sciensano for providing the age-specifc testing data and for enabling the integration of the multiple data sources. We thank more specifcally Laura Cornelissen and Sofeke Klamer, Sciensano, for their aid and detailed referencing of the public health data. NH acknowledges support from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation program (Grant Agreement 682540 TransMID and EpiPose: Epidemic intelligence to Minimize COVID-19’s Public Health, Societal and Economical Impact). We thank Ryan Kyle for language editing
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- 2022
16. 'Imagine All the People'
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Martin Kuhar and Stella Fatović-Ferenčić
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medicine.medical_specialty ,Schools, Public Health ,Croatia ,media_common.quotation_subject ,Social Medicine ,Yugoslavia ,Context (language use) ,World Health Organization ,Universal Health Insurance ,Social medicine ,Political science ,Andrija Štampar ,Hrvatska ,Svjetska zdravstvena organizacija ,Universal Health Coverage ,Health care ,medicine ,Humans ,Quality (business) ,media_common ,business.industry ,Public health ,General Medicine ,History, 20th Century ,Public relations ,Work (electrical) ,Normative ,Public Health ,Ideology ,business ,Delivery of Health Care - Abstract
Recently, the World Health Organization launched its Universal Health Coverage initiative with the aim to improve access to quality health care on a global level, without causing financial hardship to the patients. In this paper, we will identify and analyze the ideological similarities between this influential initiative and the work of one of the founders of the WHO—Andrija Štampar (1888–1958)—whose social medicine was built of various normative, sociological and philosophical elements. Our aim is to demonstrate the crucial role of carefully erected and thought-out ideology for the success of public health programs., U novije vrijeme Svjetska zdravstvena organizacija pokrenula je inicijativu Universal Health Coverage radi unaprjeđenja dostupnosti kvalitetne zdravstvene zaštite na globalnoj razini, a bez istodobnog uzrokovanja financijskih teškoća za bolesnike. U ovom članku identificirat će se i analizirati ideološke sličnosti između ove utjecajne inicijative i jednoga od osnivača Svjetske zdravstvene organizacije – Andrije Štampara (1888. – 1958.) – čija je socijalna medicina bila izgrađena od različitih normativnih, socioloških i filozofskih elemenata. Cilj je rada demonstrirati ključnu ulogu koju pažljivo izgrađena i promišljena ideologija ima za uspjeh javnozdravstvenih programa
- Published
- 2019
17. [The role of the high-level public health school in the development of the Center for Disease Control and Prevention].
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Peng HX, Wang SY, Wang MY, Wang XH, Fan M, Guo HD, Hou TJ, Hao YT, Ren T, and Wu T
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- Humans, United States, Universities, Public Health, Centers for Disease Control and Prevention, U.S., Schools, Public Health, Schools
- Abstract
The Ministry of Education and other four departments jointly issued the Notice on the Construction of high-level schools of public Health, proposing that "it will take ten years to build a number of high-level schools of public health, and form a high-quality education development system to adapt to the construction of modern public health system". At present, the construction of high-level public health schools in various universities in China is in full swing. The high-level School of Public Health and the CDC have played an important role in constructing the national public health system and the human health community. The high-level public health schools are of strategic significance and important value to the development of the CDC. The review presents reflections and insights on the role of high-level public health schools in the development of the CDC and the challenges they might face.
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- 2023
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18. Educational Attainment and Characteristics of Leaders of Schools of Public Health and State Health Departments
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Annette Greer, Justin B. Moore, and N Ruth Gaskins Little
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medicine.medical_specialty ,Schools, Public Health ,media_common.quotation_subject ,education ,03 medical and health sciences ,0302 clinical medicine ,State (polity) ,Political science ,medicine ,Humans ,030212 general & internal medicine ,health care economics and organizations ,media_common ,Medical education ,030505 public health ,Health Policy ,Public health ,Public Health, Environmental and Occupational Health ,humanities ,Educational attainment ,Leadership ,Educational Status ,0305 other medical science ,Educational training ,State Government ,Diversity (politics) - Abstract
A perceived diversity exists in the educational training of leaders in state and academic public health that isn't observed in other heath disciplines. To assess this perception, the present study describes the training and experience of state health directors and deans of schools of public health. Data were collected in 2017 for deans of schools of public health (n = 56) and state health directors (n = 49) in the United States. Results indicated that 56 deans had at least one terminal degree, while 14 state health directors did not. Women comprised 23 of the dean and 24 state health director positions. Years in current position were 6.91 for deans and 3.51 for state health directors. Thirty-seven deans and 22 state health directors held graduate degrees in public health. As public health leaders advance towards retirement; it is imperative that the public health professionals obtain relevant training necessary to become tomorrow's public health leadership.
- Published
- 2019
19. Developing a Community-Based Research Project Proposal to Build Public Health Educator Capacity: A Graduate Student Perspective
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Alexander Joseph Baukus
- Subjects
Community-Based Participatory Research ,medicine.medical_specialty ,Nursing (miscellaneous) ,Schools, Public Health ,Allied Health Personnel ,Participatory action research ,Community-based participatory research ,Experiential learning ,ComputingMilieux_COMPUTERSANDEDUCATION ,medicine ,Humans ,Education, Graduate ,Sociology ,Students ,Accreditation ,Medical education ,Health Educators ,Public health ,Perspective (graphical) ,Public Health, Environmental and Occupational Health ,Project proposal ,Problem-Based Learning ,United States ,Social Perception ,Learning development ,Public Health - Abstract
This article is the author’s first-person perspective of completing an Applied Practice Experience (APE) at an accredited public health program. Graduate-level public health students in the United States are mandated by the Council on Education for Public Health to complete this supervised field experience to apply knowledge and concepts to real-world public health practice. For his APE, the author worked with a faculty advisor and two community groups to facilitate and submit a community-based participatory research grant proposal. This article discusses the author’s experiences before, during, and after the APE. The author outlines challenges and success of working on this applied project. The article concludes with implications for public health education specialists regarding experiential learning and applied practice experiences for graduate students.
- Published
- 2019
20. Schools of Public Health Should be Accredited for, and Teach the Principles and Practice of Point-of-Care Testing
- Author
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Amanullah Zadran and Gerald J. Kost
- Subjects
medicine.medical_specialty ,Community resilience ,Schools, Public Health ,Isolation (health care) ,Emergency management ,business.industry ,Point-of-care testing ,Public health ,Disaster Planning ,General Medicine ,Accreditation ,Disease Outbreaks ,Nursing ,Point-of-Care Testing ,Preparedness ,Political science ,Epidemiology ,Education, Public Health Professional ,medicine ,Humans ,Public Health ,Emergencies ,business - Abstract
Institutions offering public health education, especially those with epidemiology and preparedness concentrations, should be accredited for, and teach the principles and practice of point-of-care testing (POCT)3 (1–4) to enhance emergency preparedness, community resilience, and global response to disasters, complex crises, and outbreaks of highly infectious diseases. ### Rationale Enabling public health practitioners to use POCT will improve standards of crisis care and strengthen community resilience, especially in limited-resource settings (3). Public health services optimized geospatially can accelerate treatment, for example, by using POC cardiac troponin testing to rule in the diagnosis of acute myocardial infarction in rural settings, such as Thua Thien Hue Province in Central Vietnam (5). Early decision-making at points of need will help stop outbreaks of highly infectious diseases like Ebola virus disease (Ebola) (6–8), which recently crossed borders from the war-torn Democratic Republic of Congo. Critically ill patients must receive POCT support in isolation. Patients exposed in Africa and subsequently presenting suspicious for infection at the University of Nebraska in Omaha and Uppsala University Hospital in Stockholm in 2018–19 reaffirm that outbreaks must be stopped where they start. ### Education status A national survey published in Frontiers of Public Health showed that no schools or colleges of public health systematically teach POCT, nor are they encouraged to …
- Published
- 2019
21. How Should Public Health Schools Help Meet Millennium Development Goals in Latin America?
- Author
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Taryn Clark, Julia Terle, and Robert H. Gilman
- Subjects
Economic growth ,medicine.medical_specialty ,Health (social science) ,Latin Americans ,Schools, Public Health ,International Cooperation ,Health Policy ,Public health ,Millennium Development Goals ,Global Health ,Issues, ethics and legal aspects ,Latin America ,Healthy People Programs ,Political science ,medicine ,Humans ,Developing Countries - Abstract
The Millennium Development Goals (MDGs) are a set of 8 aims adopted by the United Nations to create a more peaceful, prosperous, and just world. Four MDGs directly concern public health, and public health schools should be involved in meeting them. The Johns Hopkins University-directed Fogarty Global Infectious Disease Research Training Program in Peru and Bolivia, funded by the Fogarty International Center of the National Institutes of Health, has spanned nearly 3 decades and provides a case study of how low-resource interventions can help meet MDGs.
- Published
- 2019
22. Competencies acquired in epidemiology doctoral programs
- Author
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WayWay M. Hlaing
- Subjects
medicine.medical_specialty ,Medical education ,Schools, Public Health ,Epidemiology ,business.industry ,Communication ,Research ,Public health ,010102 general mathematics ,01 natural sciences ,Competency-Based Education ,03 medical and health sciences ,Professional Competence ,0302 clinical medicine ,Preliminary report ,medicine ,Humans ,Curriculum ,Education, Graduate ,Public Health ,030212 general & internal medicine ,0101 mathematics ,Doctoral education ,business - Abstract
Purpose The purpose of the study was to compile and describe the range of competencies imparted by doctoral programs in epidemiology using publicly available information. Methods Through the Council on Education for Public Health database, institutions conferring doctoral (PhD, ScD, DrPH) degrees in epidemiology were identified. The competencies listed on the corresponding institutions' websites were extracted and summarized. Results Forty-eight PhD and thirteen DrPH institutions indicate that their graduates will gain 11 common competencies. The most frequently noted competency for both PhD (93.7%) and DrPH (100%) degrees is related to the communication domain, reflecting the need for graduates to be able to effectively communicate epidemiologic information to others (epidemiology peers, other scientists, policy makers, students). Conclusions Although variations in the listed competencies exist among doctoral programs in epidemiology, there are common competencies across programs. Further examination of these programs is required to capture information beyond that conveyed on the websites. This preliminary report, along with those findings presented in previous reports on doctoral education, may stimulate further discussion with a group of faculty teaching at the doctoral level, employers of doctoral graduates, and/or the Association of Schools and Programs of Public Health representatives.
- Published
- 2019
23. Assessment of tobacco control advocacy behavioural capacity among public health faculty and students: a cluster intervention study
- Author
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X. Feng, H. Zhou, Tingzhong Yang, Dan Wu, W. Guo, and F.A. Stillman
- Subjects
Adult ,Male ,China ,medicine.medical_specialty ,Capacity Building ,Schools, Public Health ,education ,Smoking Prevention ,Disease cluster ,Young Adult ,03 medical and health sciences ,0302 clinical medicine ,Multivariate analysis of variance ,Intervention (counseling) ,medicine ,Cluster Analysis ,Humans ,030212 general & internal medicine ,Epidemics ,Generalized estimating equation ,Curriculum ,Consumer Advocacy ,030505 public health ,Students, Public Health ,Public health ,Smoking ,Tobacco control ,Public Health, Environmental and Occupational Health ,Repeated measures design ,General Medicine ,Faculty ,Family medicine ,Female ,Public Health ,0305 other medical science ,Psychology ,Program Evaluation - Abstract
This study assessed the outcomes of a tobacco control advocacy behavioural capacity (ABC)-building programme among public health faculty and students in China.This is a cluster intervention study with subjects matching in the different stages of the intervention and observation.Public health students (n = 1046) and faculty (n = 199) were recruited in the intervention group. The intervention included a series of tobacco control advocacy curriculum and activities that were developed and implemented at schools or departments of public health in 22 universities across China. The control group participants (n = 540) were public health undergraduate students from another 11 universities selected from the different geographic regions. A comprehensive assessment tool was used to measure the tobacco control ABC and perceived stress level to compare changes at baseline, midterm and 12-month follow-up. Repeated measures analysis of variance, paired t tests and chi-squared tests, general linear model and generalized estimating equation were used to determine the time effect for targeted students and faculty. Multivariate analysis of variance and logistic regression model were conducted to evaluate the treatment effects for students between intervention and control sites.Nine hundred and thirty-seven students and 170 faculty members in the intervention group and 469 students in the control group were valid for the final evaluation. Findings from treatment effect analyses show that the capacity-building programme significantly improved public health students' ABC, including awareness of tobacco control messages (F = 107.65, P 0.01), general and public heath tobacco control attitudes (F = 7.52, P 0.01; F = 8.53, P 0.01), advocacy interest and motivation (F = 10.11, P 0.01) and public advocacy behaviour for both family members and relatives or friends. The perceived stress in the intervention group students was also reduced significantly in comparison with the control group students (F = 4.99, P 0.01). For faculty members, their ABC except advocacy for family members was all increased by time effect analyses. The training programme did not impact faculty and students' smoking behaviour.This study provided evidence to support the implementation of tobacco control advocacy capacity training among public health professionals and students to curb the tobacco epidemic in China.
- Published
- 2018
24. The Bloomberg American Health Initiative
- Author
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Alfred Sommer, Ellen J. MacKenzie, and Michael J. Klag
- Subjects
medicine.medical_specialty ,Adolescent ,Schools, Public Health ,Social Determinants of Health ,media_common.quotation_subject ,Violence ,03 medical and health sciences ,0302 clinical medicine ,Political science ,medicine ,Humans ,Obesity ,030212 general & internal medicine ,Psychiatry ,Health policy ,media_common ,030505 public health ,Health Policy ,Addiction ,Public health ,Public Health, Environmental and Occupational Health ,Opioid-Related Disorders ,medicine.disease ,United States ,Substance abuse ,Interinstitutional Relations ,Health promotion ,Adolescent Behavior ,Commentary ,Public Health ,0305 other medical science ,Environmental Health - Published
- 2018
25. The Role of European Schools and University Departments of Public Health in the 2020 COVID-19 Response, European Region, 2020
- Author
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Ariane Bauernfeind, Anders Foldspang, Alberto Fernandez-Ajuria, Robert Otok, and John Middleton
- Subjects
COVID - 19 ,medicine.medical_specialty ,Health (social science) ,Coronavirus disease 2019 (COVID-19) ,Schools, Public Health ,Universities ,Cross-sectional study ,education ,Computer-assisted web interviewing ,Europe/epidemiology ,Education ,Surveys and Questionnaires ,Pandemic ,medicine ,Humans ,Pandemics/prevention & control ,Health communication ,Pandemics ,COVID-19/epidemiology ,Medical education ,research ,communication ,Corporate governance ,Public health ,Research ,Communication ,Public Health Archive ,public health ,Public Health, Environmental and Occupational Health ,COVID-19 ,European region ,Europe ,Cross-Sectional Studies ,Original Article ,Public aspects of medicine ,RA1-1270 ,Psychology - Abstract
Objective: The main objective was to examine, how European Schools of Public Health (SPHs) responded to the COVID-19 pandemic through 2020, across the main activity domains of the SPHs.Methods: A cross-sectional survey based on an online questionnaire concerning the anti-COVID-19 activities from 1st March to 31st October 2020 of the 117 members of the Association of Schools of Public Health in the European Region (ASPHER). The questionnaire asked about 33 sub-themes within the four main themes of teaching, health communication to the public, research, and consultancy/advice.Results: Fifty-nine SPHs (50%) completed the questionnaire. Seventy-nine per cent of participants were involved in COVID-19 related teaching; health communication to the public, 76%; research, 80%; consultancy/advice, 81%. Eight out of ten participants had been involved in all of the four main themes.Conclusion: The study demonstrated a substantial body of COVID-19 related work by SPHs in Europe, and an outstanding potential to deliver crucial knowledge and skills to support the governance and the public health systems necessary to combat COVID-19.
- Published
- 2021
26. Form Follows Function: A New Structure for a School of Public Health in the 21st Century
- Author
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Donna J. Petersen
- Subjects
Structure (mathematical logic) ,medicine.medical_specialty ,Schools, Public Health ,Universities ,business.industry ,Process (engineering) ,Health Policy ,Public health ,media_common.quotation_subject ,Public Health, Environmental and Occupational Health ,Flexibility (personality) ,Public relations ,Accreditation ,Political science ,medicine ,Humans ,Organizational structure ,Curriculum ,Public Health ,business ,Function (engineering) ,media_common - Abstract
National discussions around education in public health in the early 2010s and the subsequent revisions to accreditation criteria for schools of public health in 2016 resulted in a dramatic shift away from the traditional 5 core discipline model in requirements for core curricula and the offering of specific master of public health degrees. With greater flexibility and opportunities for innovation, the College of Public Health at the University of South Florida embarked on a reexamination of its organizational structure, which, like many accredited schools, was based on the old 5 core discipline model. A transparent, inclusive, and deliberative process ultimately resulted in the elimination of departments in favor of a unified faculty whose collective discipline is public health. Decisions made along the way, unexpected opportunities that arose in the implementation, as well as challenges and early results are discussed.
- Published
- 2021
27. Marginal Engagement: The Adverse Experiences of White Women and People of Color Alumni at a PWI School of Public Health.
- Author
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Jones LL, Martin S, and Leider JP
- Subjects
- Humans, Female, Male, White People, Schools, Public Health, Cultural Competency, Public Health, Skin Pigmentation
- Abstract
The University of Minnesota (UMN) School of Public Health (SPH) asked graduates about their experiences as students and as alumni. Of 1186 respondents indicating gender, 140 were women who self-identified as members of a marginalized group. Fifty-one percent of these respondents were White women. Compared with White women, Black, Indigenous, and people of color (BIPOC) women were more likely to report that they felt they did not belong, were uncomfortable, or experienced bias and/or discrimination in their program, although the results were not statistically significantly different at P < .05. Survey results show a clear difference in experience between White and BIPOC alumni. The results indicate a need to improve cultural competence/humility, along with a need to move away from what may be construed as White-centered events, pedagogy, and leadership. With this evidence, the UMN SPH has an opportunity to improve our outreach strategies and initiatives., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2023 Wolters Kluwer Health, Inc. All rights reserved.)
- Published
- 2023
- Full Text
- View/download PDF
28. The Effectiveness and Flexibility of Practice-Based Teaching: A Long-term, Cross-disciplinary Evaluation.
- Author
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Greece JA, Bangham C, Wolff J, Bryant M, Gupte G, and McGrath D
- Subjects
- Humans, Public Health education, Students, Administrative Personnel, Teaching, Schools, Public Health, Faculty
- Abstract
Objectives: Schools of public health (SPHs) must train students through real-world situations. Practice-based teaching (PBT) uses immediate application for skill development through multiple modes of delivery including virtual collaborations. PBT provides short-term benefits but is less understood long term. We sought to understand the longer-term impacts of PBT on students, public health agencies, faculty, and SPH administration and determine if the reported benefits of PBT outweigh the challenges., Methods: We used a mixed-methods pre-post-test evaluation to assess short-term outcomes in spring 2015 and long-term outcomes 3 years later using quantitative and qualitative assessments. The evaluation included 4 PBT courses spanning disciplines in 1 SPH. Participants included students (n = 56), collaborating agencies (n = 9), teaching faculty (n = 7), and SPH administrators (n = 8)., Results: Students reported acquisition of competencies, application at follow-up, and being workforce ready (91.0%) with greater appreciation 3 years post-semester (78.6%). Collaborating agencies reported successful implementation of deliverables (77.8%) and enhanced networks (88.7%) with cost savings and better outcomes for the communities served. Faculty recognized beneficial outcomes to students including workforce preparation (71.4%), and administration recognized the benefits and worth of PBT to the school for teaching (100%) and research opportunities (87.5%)., Conclusions: Given the shifting higher education landscape as a result of the pandemic, public health courses are being redesigned to provide opportunities for skill development, regardless of delivery mode, and enhanced connections to the field are essential. PBT is a flexible pedagogy that results in lasting and innovative resources to agencies and prepares public health students with technical skills and professional competencies to be workforce ready.
- Published
- 2023
- Full Text
- View/download PDF
29. What Does It Mean to Be a Clinical Track Faculty Member in Public Health? A Survey of Clinical Track Faculty Across the United States.
- Author
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August E, Power L, Youatt EJ, and Anderson OS
- Subjects
- Faculty, Humans, Schools, Public Health, Surveys and Questionnaires, United States, Mentoring, Public Health
- Abstract
Objectives: The clinical professor track has expanded and reflects a trend toward hiring non-tenure-track faculty in public health; however, little is known about this track. We documented characteristics of clinical faculty at US schools of public health., Methods: We surveyed clinical faculty at Council on Education for Public Health-accredited schools of public health in the United States in 2019, identified via each school's website. We invited faculty (n = 264) who had the word clinical in their title (ie, apparently eligible faculty), had a working email address, and were not authors of this article to provide information about their rank, degree credentials, expectations for teaching, service, research and practice, and promotion criteria at their institution. In addition, we used open-ended responses to explain and contextualize quantitative data., Results: Of 264 apparently eligible faculty surveyed, 88 (33.3%) responded. We included 81 eligible clinical faculty in our final sample, of whom 46 (56.8%) were assistant professors and 72 (88.9%) had a terminal degree; 57 of 80 (71.3%) had an initial contract of ≤2 years or no contract. Most clinical faculty listed service (96.2%), teaching (95.0%), and student advising/mentoring (86.3%) as duties; fewer clinical faculty reported research (55.0%), practice (33.8%), or clinic (7.5%) duties. Only 37.1% of respondents agreed or strongly agreed that promotion policies for clinical track faculty were clear., Conclusions: If most clinical faculty are at the lowest academic rank, with short contracts and unclear expectations, it will be difficult for clinical faculty to advance and challenging for schools of public health to benefit from this track. Clear institutional expectations for scope of work and promotion may enhance the contribution of clinical faculty to schools of public health and help define this track.
- Published
- 2022
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- View/download PDF
30. Are We Prepared for Precision Public Health? An Examination of Genomics Content in Graduate Public Health Programs.
- Author
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Niemchick KL, Goerge A, and Ponte AH
- Subjects
- Curriculum, Data Collection, Genomics, Humans, Schools, Public Health, United States, Education, Public Health Professional, Public Health education
- Abstract
Objective: With the completion of the Human Genome Project and swift development of genomic technologies, public health practitioners can use these advancements to more precisely target disease interventions to populations at risk. To integrate these innovations into better health outcomes, public health professionals need to have at least a basic understanding of genomics within various disciplines of public health. This descriptive study focused on the current level of genomics content in accredited master of public health (MPH) programs in the United States., Methods: We conducted an internet search on all 171 Council on Education for Public Health (CEPH)-accredited MPH programs in the United States for genomics content in required and elective courses using the search terms "genetics," "genomics," and "molecular.", Results: Of the 171 CEPH-accredited MPH programs examined, 52 (30.4%) schools and programs in 34 states offered some type of genomics education. Thirty-five (20.5%) schools and programs had a course in genetic epidemiology, 29 (16.9%) had a course in genetic biostatistics or bioinformatics, and 17 (9.9%) had a course in general public health genomics. The remaining 119 offered no course with a focus on genetics or genomics. In addition, some electives or specifically focused courses related to genomics were offered., Conclusion: We found inadequate training in public health genomics for MPH students. To realize the promise of precision public health and to increase the understanding of genomics among the public health workforce, MPH programs need to find ways to integrate genomics education into their curricula.
- Published
- 2022
- Full Text
- View/download PDF
31. Fifty years of Nordic social medicine and public health: snapshots of a journal.
- Author
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Allebeck P and Janlert U
- Subjects
- Humans, Policy, Public Health education, Scandinavian and Nordic Countries, Schools, Public Health, Biomedical Research, Social Medicine
- Abstract
We revied articles published in the Scandinavian Journal of Public Health in a 50 years perspective. Papers reflect development of public health research, policy and debate over the years. Several papers describe early phases of Nordic population based studies that came to have major importance.
- Published
- 2022
- Full Text
- View/download PDF
32. Climate action at Public Health Schools in the European region
- Author
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John Middleton, Katarzyna Czabanowska, Thomas Krafft, Rana Orhan, RS: CAPHRI - R4 - Health Inequities and Societal Participation, Metamedica, RS: CAPHRI - R2 - Creating Value-Based Health Care, International Health, and RS: FHML Studio Europa Maastricht
- Subjects
medicine.medical_specialty ,Schools, Public Health ,Health, Toxicology and Mutagenesis ,university social responsibility ,lcsh:Medicine ,Climate change ,Article ,03 medical and health sciences ,0302 clinical medicine ,Political science ,medicine ,Humans ,030212 general & internal medicine ,Curriculum ,Sustainable development ,Schools ,030505 public health ,business.industry ,climate action ,Public health ,public health education ,lcsh:R ,Public Health, Environmental and Occupational Health ,Public relations ,European region ,climate change ,Action (philosophy) ,Health education ,Public Health ,0305 other medical science ,business ,Social responsibility - Abstract
Climate change is putting the achievement of all Sustainable Development Goals at risk and leads to negative impacts on human health and well-being. Consequently, tremendous social responsibility lies with public health professionals and their associations. Therefore, this study addressed the following question: “How can the Association of Schools of Public Health in the European Region (ASPHER) best support the goals of the European Green Deal through its network of public health schools and departments?” This study looked at the implementation of climate education in public health schools in the European region and climate action taken by these public health schools. An online survey among ASPHER members with a 51% overall response rate (excluding non-European members) shows that 64% of the responding schools provide climate-health educational offerings, while 63% consider these for the future. Additionally, most climate actions taken by the schools were ad hoc actions. These findings show that a systematic approach is missing, and there is a general lack of strategy in most schools. We consequently recommend that schools invest in climate and health education in their curricula and become exemplars for climate action to actively contribute to the achievement of Europe’s climate goals.
- Published
- 2021
33. Future directions of Doctor of Public Health education in the United States: a qualitative study
- Author
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Chulwoo Park, Gene Migliaccio, Seble Frehywot, Geralyn Johnson, and Mark Edberg
- Subjects
medicine.medical_specialty ,Schools, Public Health ,Doctor of Public Health (DrPH) ,Master of Public Health (MPH) ,Career Pathways ,03 medical and health sciences ,0302 clinical medicine ,Epidemiology ,ComputingMilieux_COMPUTERSANDEDUCATION ,Medicine ,Humans ,030212 general & internal medicine ,Education, Graduate ,Curriculum ,Health Education ,Council on Education for Public Health (CEPH) ,Qualitative Research ,Medical education ,030505 public health ,business.industry ,American Public Health Association (APHA) ,Public health ,Research ,Public Health, Environmental and Occupational Health ,Private sector ,United States ,Association of Schools and Programs of Public Health (ASPPH) ,Workforce ,Education, Public Health Professional ,Public Health ,Public aspects of medicine ,RA1-1270 ,Biostatistics ,0305 other medical science ,business ,Qualitative research - Abstract
Background The Doctor of Public Health (DrPH) degree is an advanced and terminal professional degree that prepares the future workforce to engage in public health research, teaching, practice, and leadership. The purpose of the present research was to discuss the desirable future direction and optimal education strategies for the DrPH degree in the United States. Methods A total of 28 Council on Education for Public Health (CEPH)-accredited DrPH programs in the United States was identified through the Association of Schools and Programs of Public Health (ASPPH) Academic Program Finder. Then, a qualitative analysis was conducted to obtain perspectives from a total of 20 DrPH program directors through in-depth interviews. Results A DrPH program should be recognized as equal but different from an MPH or a PhD program and strengthen the curriculum of methodology and leadership education. It is important that a DrPH program establishes specific partnerships with other entities and provide funding for students. In addition, rather than being standardized nationwide, there is value in each DrPH program maintaining its unique character and enabling students to be open to all career pathways. Conclusions The future of DrPH programs in the twenty-first century should aim at effective interdisciplinary public health approaches that draw from the best of both academic and applied sectors. A DrPH program is expected to provide academic, applied public health, and leadership training for students to pursue careers in either academia or the public/private sector, because public health is an applied social science that bridges the gap between research and practice.
- Published
- 2020
34. Obesity Prevention: Strategies and Challenges in Latin America
- Author
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Cominato, Louise, Di Biagio, Georgia Finardi, Lellis, Denise, Franco, Ruth Rocha, Mancini, Marcio Correa, and de Melo, Maria Edna
- Published
- 2018
- Full Text
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35. 80th Anniversary of the Publication of Endemic Syphilis in Bosnia: Survey by the School of Public Health in Zagreb
- Author
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Ana Borovečki, Nurka Pranjić, Jadranka Mustajbegović, Davor Ivanković, and Silvije Vuletić
- Subjects
history, endemic syphilis, Bosnia and Herzegovina ,Bosnia and Herzegovina ,Anniversaries and Special Events ,Endemic Diseases ,Schools, Public Health ,Surveys and Questionnaires ,Humans ,Public Health ,Syphilis ,History, 20th Century - Abstract
Certain regions of Bosnia and Herzegovina were prominent European sites of endemic syphilis. In 1934 and 1935 the School of Public Health in Zagreb, later the Andrija Štampar School of Public Health, conducted two surveys on endemic syphilis in Bosnia and Herzegovina. The surveys were well-described in the monograph published in 1939 by the School, under the title Endemic Syphilis in Bosnia: Survey by the School of Public Health in Zagreb (“Endemski sifilis u Bosni anketa Škole narodnog zdravlja u Zagrebu”). This paper provides a description of the publication for the first time, presents the most important data from it, and explores its significance from the historical perspective.
- Published
- 2020
36. Assessment of Climate-Health Curricula at International Health Professions Schools
- Author
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Kim Knowlton, Jeffrey Shaman, and Brittany Shea
- Subjects
medicine.medical_specialty ,Schools, Public Health ,Teaching method ,media_common.quotation_subject ,Climate ,Climate Change ,education ,MEDLINE ,Global Health ,Schools, Health Occupations ,Political science ,Surveys and Questionnaires ,medicine ,Institution ,Humans ,Curriculum ,media_common ,Medical education ,Data collection ,business.industry ,Public health ,International health ,General Medicine ,Health education ,business - Abstract
Importance Researchers have published surveys on health professionals' perceptions of the possible association between climate change and health (climate-health) and assessed climate-health or planetary health curricula in medical schools. However, curricula on climate-health are still lacking and gaps in knowledge persist. Objective To understand the state of climate-health curricula among health professions institutions internationally. Design, Setting, and Participants A survey of 160 institutional members of the Global Consortium on Climate and Health Education, which includes international health professions schools and programs, was conducted from August 3, 2017, to March 1, 2018. The survey, hosted by Columbia University Mailman School of Public Health, used an online survey tool for data collection. Main Outcomes and Measures The survey assessed climate-health curricular offerings across health professions institutions internationally, including existing climate-health educational offerings, method of teaching climate-health education, whether institutions are considering adding climate-health education, whether institutions received a positive response to adding climate-health curricula and/or encountered challenges in adding curricula, and opportunities to advance climate-health education. Results Overall response rate to the survey was 53%, with 84 of 160 institutional responses collected; 59 of the responses (70%) were from schools/programs of public health, health sciences, or health professions; 15 (18%) were from medicine; 9 (11%) were from nursing; and 1 (1%) was from another type of health profession institution. Among respondents, 53 (63%) institutions offer climate-health education, most commonly as part of a required core course (41 [76%]). Sixty-one of 82 respondents (74%) reported that climate-health offerings are under discussion to add, 42 of 59 respondents (71%) encountered some challenges trying to institute the curriculum, and most respondents have received a positive response to adding content, mainly from students (39 of 58 [67%]), faculty (35 of 58 [60%]), and administration (23 of 58 [40%]). Conclusions and Relevance Current climate-health educational offerings appear to vary considerably among health professions institutions. Students, faculty, and administration are important groups to engage when instituting curricula, and awareness, support, and resources may be able to assist in this effort.
- Published
- 2020
37. What makes a 'successful' collaborative research project between public health practitioners and academics? A mixed-methods review of funding applications submitted to a local intervention evaluation scheme
- Author
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Peter Van Der Graaf, Elizabeth Goyder, Eleanor Holding, and Lindsay Blank
- Subjects
medicine.medical_specialty ,Schools, Public Health ,Psychological intervention ,Health administration ,Interviews as Topic ,Qualitative research ,Research Support as Topic ,medicine ,Humans ,Cooperative Behavior ,Research personnel ,Health policy ,Medical education ,Public health ,Health Policy ,lcsh:Public aspects of medicine ,Research ,Health services research ,Academies and Institutes ,lcsh:RA1-1270 ,United Kingdom ,Intervention (law) ,Research Design ,General partnership ,Translational medical research ,Psychology ,Decision-making - Abstract
Background The national Public Health Practice Evaluation Scheme (PHPES) is a response-mode funded evaluation programme operated by the National Institute for Health Research School for Public Health Research (NIHR SPHR). The scheme enables public health professionals to work in partnership with SPHR researchers to conduct rigorous evaluations of their interventions. Our evaluation reviewed the learning from the first five years of PHPES (2013–2017) and how this was used to implement a revised scheme within the School. Methods We conducted a rapid review of applications and reports from 81 PHPES projects and sampled eight projects (including unfunded) to interview one researcher and one practitioner involved in each sampled project (n = 16) in order to identify factors that influence success of applications and effective delivery and dissemination of evaluations. Findings from the review and interviews were tested in an online survey with practitioners (applicants), researchers (principal investigators [PIs]) and PHPES panel members (n = 19) to explore the relative importance of these factors. Findings from the survey were synthesised and discussed for implications at a national workshop with wider stakeholders, including public members (n = 20). Results Strengths: PHPES provides much needed resources for evaluation which often are not available locally, and produces useful evidence to understand where a programme is not delivering, which can be used to formatively develop interventions. Weaknesses: Objectives of PHPES were too narrowly focused on (cost-)effectiveness of interventions, while practitioners also valued implementation studies and process evaluations. Opportunities: PHPES provided opportunities for novel/promising but less developed ideas. More funded time to develop a protocol and ensure feasibility of the intervention prior to application could increase intervention delivery success rates. Threats: There can be tensions between researchers and practitioners, for example, on the need to show the 'success’ of the intervention, on the use of existing research evidence, and the importance of generalisability of findings and of generating peer-reviewed publications. Conclusions The success of collaborative research projects between public health practitioners (PHP) and researchers can be improved by funders being mindful of tensions related to (1) the scope of collaborations, (2) local versus national impact, and (3) increasing inequalities in access to funding. Our study and comparisons with related funding schemes demonstrate how these tensions can be successfully resolved.
- Published
- 2020
38. The campaign 'this is public health' in Italy, set up by a team of public health schools in northern Italy
- Author
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Bucci, Daria, Rossi, Deanna, Croci, Roberto, Bellini, Lorenzo, Bonaldi, Filippo, Capraro, Michele, Frascella, Beatrice, Gaetti, Giovanni, Granata, Lucio, Solla, Daniele, Stirparo, Giuseppe, Bizzarro, Assunta, Bordin, Giorgio, Odone, Anna, Capolongo, Stefano, Pasquarella, Cesira, Pelissero, Gabriele, Signorelli, Carlo, Bucci, D., Rossi, D., Croci, R., Bellini, L., Bonaldi, F., Capraro, M., Frascella, B., Gaetti, G., Granata, L., Solla, D., Stirparo, G., Bizzarro, A., Bordin, G., Odone, A., Capolongo, S., Pasquarella, C., Pelissero, G., and Signorelli, C.
- Subjects
Short Papers ,This is Public Health (TIPH), Health in All Policies (HiAP) ,Italy ,Schools, Public Health ,This is Public Health (TIPH) ,Humans ,Health in All Policies (HiAP) ,Health Promotion ,Public Health - Abstract
Despite the great effort to raise awareness among health promotion, nowadays Public Health policies are not often recognized as important tools. For this reason, the Health in All Policies (HiAP) approach is instrumental in tackling this information gap. In 2018, the US Association of Schools and Programs of Public Health (ASPPH) launched an international campaign called "This is Public Health" (TIPH), whose aim was "to brand public health and raise awareness of how it affects individuals, communities and populations". The Association of Schools of Public Health in the European Region (ASPHER), in coordination with ASPPH, decided to create a European campaign to support and to reproduce the American one, by opening a challenge among the European Public Health Schools. The Schools and Programs of PH of Vita-Salute "San Raffaele" University, Milan, University of Parma, University of Pavia and Politecnico of Milan won this bid. In this "briefing on" we present a report on the Italian project for raising awareness of Public Health among general population and health care personell.
- Published
- 2020
39. The level of physical activity and somatic indicators in relation to the diet quality of students studying in faculties in the discipline of health sciences
- Author
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Robert Gajda
- Subjects
Adult ,Male ,Waist ,Adolescent ,Schools, Public Health ,Physical activity ,physical activity ,lcsh:TX341-641 ,Overweight ,wc ,Eating ,Young Adult ,whtr ,lcsh:RC963-969 ,Risk Factors ,Environmental health ,medicine ,Humans ,somatic indicators ,Exercise ,Abdominal obesity ,youth ,students ,business.industry ,lcsh:Public aspects of medicine ,lcsh:RA1-1270 ,diet quality ,General Medicine ,medicine.disease ,Obesity ,bmi ,Cross-Sectional Studies ,Diet quality ,lcsh:Industrial medicine. Industrial hygiene ,Female ,medicine.symptom ,business ,Nutritive Value ,lcsh:Nutrition. Foods and food supply ,Body mass index ,Biomedical sciences - Abstract
Background Diet and physical activity are very important lifestyle features with an impact on the development and proper functioning of the body. Objective The aim of the study was to assess the relationship between the level of physical activity and selected somatic indicators and the diet quality of students studying in the field of Health Sciences. Material and methods The studied group consisted of 609 students aged 18-30. The study identified four categories of diet quality indicators based on the index of a healthy diet and the index of an unhealthy diet. These indicators were subjected to statistical analysis in relation to the level of physical activity determined by the International Physical Activity Questionnaire (IPAQ) method and selected somatic features of the subjects: Body Mass Index (BMI), Waist-Hip Ratio (WHtR) and Waist Circumstance (WC). Results A high level of physical activity statistically significantly differentiated the categories of diet quality indicators. A larger percentage of respondents with a high level of physical activity had an indicator with the best health features of diet characteristics among all diet quality indicators selected in the study. Also, obesity according to the BMI and abdominal obesity with a high risk of metabolic complications according to the WC index statistically significantly differentiated the categories of diet quality indicators. A larger percentage of obese subjects according to BMI and WC, characterized the indicator about the worst health features of diet among all diet quality indicators selected in the study. Conclusions Education programs related to healthy eating should be implemented among students of Health Sciences, especially those who are overweight or obese.
- Published
- 2020
40. COVID-19 surveillance in the Flemish school system: development of systematic data collection within the public health school system and descriptive analysis of cases reported between October 2020 and June 2021.
- Author
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Merckx J, Crèvecoeur J, Proesmans K, Hammami N, Denys H, and Hens N
- Subjects
- Adult, Child, Child, Preschool, Data Collection, Humans, SARS-CoV-2, Schools, Schools, Public Health, COVID-19 epidemiology
- Abstract
Background: The age-specific distribution of SARS-CoV-2 cases in schools is not well described. Reported statistics reflect the intensity of community transmission while being shaped by biases from age-dependent testing regimes, as well as effective age-specific interventions. A case surveillance system was introduced within the Flemish school and health-prevention network during the 2020-2021 school year. We present epidemiological data of in-school reported cases in pre-, primary and secondary schools identified by the case surveillance system, in conjunction with test data and community cases from October 2020 to June 2021., Methods: We describe the development of the surveillance system and provide the number of reported cases and standardized rates per grade over time. We calculated absolute and relative differences in case incidence according to school grade (primary: grades 1-6, and secondary: grades 7-12) using grades 7-8 as a comparator, relating them to non-pharmaceutical infection prevention interventions. Cumulative population incidences (IP) stratified by age, province and socioeconomic status (SES) of the school population are presented with their 95% confidence intervals (CI)., Results: A total of 59,996 COVID-19 cases were reported in the school surveillance system, with the highest population adjusted IP in grade 11-12 of 7.39% (95%CI 7.24-7.53) and ranging from 2.23% to 6.25% from pre-school through grade 10. Age-specific reductions in mask introduction and in-person teaching were temporally associated with decreased case incidence, while lower pupil SES was associated with an increase in cumulative cases (excess 2,739/100,000 pupils compared to highest SES tertile). Community testing volumes varied more for children compared to adults, with overall higher child test-positivity. Holidays influence capturing of cases by the system, however efficiency increased to above 75% after further automation and integration in existing structures., Conclusion: We demonstrate that effective integration of case surveillance within an electronic school health system is feasible, provides valuable data regarding the evolution of an epidemic among schoolchildren, and is an integral component of public health surveillance and pandemic preparedness. The relationship towards community transmission needs careful evaluation because of age-different testing regimens. In the Flemish region, case incidence within schools exhibited an age gradient that was mitigated through grade-specific interventions, though differences by SES remain., (© 2022. The Author(s).)
- Published
- 2022
- Full Text
- View/download PDF
41. Violence and Injury Curricula Still Inadequate in Public Health Schools and Programs-A Call to Action.
- Author
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Runyan CW, Carlson KF, DeFrancesco S, and Johnson RM
- Subjects
- Humans, Public Health education, Schools, Violence prevention & control, Curriculum, Schools, Public Health
- Published
- 2022
- Full Text
- View/download PDF
42. A Review of Public Health Emergency Preparedness and Response (PHEPR) Curricula in US CEPH-Accredited Schools and Programs of Public Health.
- Author
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Randazza J, Vickery J, Archer M, Dent L, Herrman C, Khan AS, Morris SC, and Errett NA
- Subjects
- Humans, Schools, Public Health, Curriculum, Schools, Public Health, Civil Defense
- Abstract
Objective: To assess the current state of graduate-level disaster-related curricula (i.e., Masters and Doctoral programs, degree concentrations, and graduate certificates) offered by the Council on Education for Public Health (CEPH)-accredited public health schools and programs in the US., Methods: This research reviewed, evaluated, and summarized the content of websites of all US-based CEPH-accredited schools and programs to identify disaster-related degree programs, degree concentrations and graduate certificates from April - June 2021., Results: Of 191 schools and programs reviewed, 29 (15%) offered disaster-related curricula, totaling 44 degrees and programs. Programs included Masters-level degrees and Masters/ Doctoral degree concentrations, with the majority taking the form of graduate certificates (64%). Schools that offered disaster-related curricula were clustered in eastern and Gulf states., Conclusion: Most US CEPH-accredited schools and programs do not offer graduate-level disaster-focused curricula. Of the programs offered, far fewer opportunities exist for in-depth graduate-degree level training compared to certificate-level training. Additionally, programs are constrained to certain areas of the country. Our findings suggest a need for disaster and public health emergency-related curricula development within schools and programs of public health to meet the growing needs of communities affected by disasters and emergencies.
- Published
- 2022
- Full Text
- View/download PDF
43. Injury prevention class exercise: three-pronged list making
- Author
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David Hemenway
- Subjects
Firearms ,medicine.medical_specialty ,Adolescent ,Schools, Public Health ,Social Medicine ,Health Promotion ,03 medical and health sciences ,Accident Prevention ,0302 clinical medicine ,Injury prevention ,medicine ,Humans ,030212 general & internal medicine ,Child ,Students ,Class (computer programming) ,Medical education ,Teaching ,Public health ,Accidents, Traffic ,Public Health, Environmental and Occupational Health ,030229 sport sciences ,Education, Public Health Professional ,Wounds and Injuries ,Public Health ,Psychology - Abstract
It is difficult to find classroom exercises that have been specifically designed for injury prevention students. The suggested list-making classroom exercise forces students to recognise and devise many policy and programmatic options over and above the ones that normally spring to mind. Most important, it helps give students a better understanding of what is meant by, and the potential usefulness of, the public health approach to injury prevention.
- Published
- 2018
44. Education and training in public health: is there progress in the European region?
- Author
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Robert Otok, Katarzyna Czabanowska, Dejana Vukovic, Ulrich Laaser, Helmut Wenzel, Vesna Bjegovic-Mikanovic, International Health, and RS: CAPHRI - R2 - Creating Value-Based Health Care
- Subjects
medicine.medical_specialty ,Schools, Public Health ,MEDLINE ,Qualitative property ,DETERMINANTS ,Likert scale ,03 medical and health sciences ,0302 clinical medicine ,Order (exchange) ,Political science ,Surveys and Questionnaires ,medicine ,Humans ,Social media ,030212 general & internal medicine ,Curriculum ,Schools, Medical ,business.industry ,4. Education ,030503 health policy & services ,Public health ,Public Health, Environmental and Occupational Health ,Public relations ,3. Good health ,Europe ,Organizational structure ,Public Health ,0305 other medical science ,business - Abstract
Background The Association of Schools of Public Health in the European Region (ASPHER) is confronted with challenges to improve education for public health professionals. In this article, we attempt to answer the question: Did ASPHER members improve their organization and programmes to enable their graduates to acquire the competences to tackle the diverse areas of public health defined in the Ten Essential Public Health Operations (EPHOs)? Methods ASPHER run two surveys among its membership: In 2011, 66 Schools and Departments of Public Health (SDPHs) took part (82.5%), while in 2015–16, 78 SDPHs (81.3%). The performance of graduates was estimated using a Likert scale. Results In 2015–16, the SDPHs delivered 169 academic programmes (2.2 on average per SDPH). Among the SDPHs participating in both surveys, significant differences could not be determined, neither for the organization (except increasingly using social media) nor for teaching areas. The performance of graduates did not show significant differences except for the deterioration of EPHO-8 (‘assuring sustainable organizational structures and financing’). However, the qualitative data revealed progressive dynamics regarding innovations in the organizational set-up, digitalization, teaching/training, introduction of new modules and research. Conclusions The results generated do not allow us to state that the innovative elements introduced after the first survey in 2011 have had a clear impact reflected in the second survey carried out in 2015–16, but perhaps this is due to the need for a broader follow-up in order to objectify the potential consequences derived from the boost generated by the changes introduced.
- Published
- 2019
45. Gaps in Training in Interdisciplinary Social and Behavioral Sciences and Applications Among Undergraduate and Graduate Students in the 22 Top-Ranked Schools of Public Health in China
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Joseph Lau, Jibin Li, Yuan Fang, Jinghua Li, Pei Qin, Chunrong Li, Wangnan Cao, Edith M. Y. Cheng, Zixin Wang, and Virginia W. Y. Chan
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Male ,China ,medicine.medical_specialty ,Schools, Public Health ,education ,Social Sciences ,Behavioural sciences ,01 natural sciences ,Accreditation ,03 medical and health sciences ,0302 clinical medicine ,Social medicine ,medicine ,Humans ,Education, Graduate ,030212 general & internal medicine ,0101 mathematics ,Medical education ,Students, Public Health ,Public health ,010102 general mathematics ,Public Health, Environmental and Occupational Health ,Benchmarking ,Epidemiological transition ,Cross-Sectional Studies ,Health promotion ,Education, Public Health Professional ,Female ,Psychology ,Behavioral Sciences - Abstract
The next generation of public health professionals requires rigorous training in behavioral health, in order to design effective behavioral interventions to respond effectively to the epidemiological transition in China. This study aimed to investigate issues in training in social and behavioral sciences in public health in China. A cross-sectional survey was conducted among 1285 and 835 last-year undergraduate and graduate public health students in 2013. The results showed that (1) majority of undergraduate students but a minority of graduate students had enrolled in psychology, social medicine, and health promotion courses; (2) very few had enrolled in other social and behavioral sciences courses; (3) high percentages of students perceived significance, needs, and interests related to social sciences courses; (4) very few were familiar with commonly used behavioral health theories and constructs, or had applied such theories/constructs to their thesis. The situation deviates from international accreditation requirement. A timely review and benchmarking are warranted.
- Published
- 2018
46. Mapping International University Partnerships Identified by East African Universities as Strengthening Their Medicine, Nursing, and Public Health Programs
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Donald C. Cole, Aaron N. Yarmoshuk, Christina Zarowsky, Anastasia N. Guantai, and Mughwira Mwangu
- Subjects
medicine.medical_specialty ,Students, Medical ,medicine ,Schools, Public Health ,media_common.quotation_subject ,International Cooperation ,Schools, Nursing ,International Educational Exchange ,global health ,Infectious and parasitic diseases ,RC109-216 ,Tanzania ,03 medical and health sciences ,0302 clinical medicine ,Nursing ,nursing ,East africa ,Global health ,Medicine ,Humans ,service ,030212 general & internal medicine ,Duration (project management) ,Cooperative Behavior ,health care economics and organizations ,Schools, Medical ,media_common ,education ,research ,biology ,business.industry ,030503 health policy & services ,Public health ,capacity building ,public health ,Capacity building ,General Medicine ,biology.organism_classification ,Kenya ,Country of origin ,Service (economics) ,Africa ,Public aspects of medicine ,RA1-1270 ,0305 other medical science ,business ,international partnerships ,universities - Abstract
BackgroundInternational university partnerships are recommended for increasing the capacity of sub-Saharan African universities. Many publications describe individual partnerships and projects, and tools are available for guiding collaborations, but systematic mappings of the basic, common characteristics of partnerships are scarce.ObjectiveTo document and categorize the international interuniversity partnerships deemed significant to building the capacity of medicine, nursing, and public health programs of 4 East African universities.MethodsTwo universities in Kenya and 2 in Tanzania were purposefully selected. Key informant interviews, conducted with 42 senior representatives of the 4 universities, identified partnerships they considered significant for increasing the capacity of their institutions' medicine, nursing, and public health programs in education, research, or service. Interviews were transcribed and analyzed. Partners were classified by country of origin and corresponding international groupings, duration, programs, and academic health science components.FindingsOne hundred twenty-nine university-to-university partnerships from 23 countries were identified. Each university reported between 25 and 36 international university partners. Seventy-four percent of partnerships were with universities in high-income countries, 15% in low- and middle-income countries, and 11% with consortia. Seventy percent included medicine, 37% nursing, and 45% public health; 15% included all 3 programs. Ninety-two percent included an education component, 47% research, and 24% service; 12% included all 3 components.ConclusionsThis study confirms the rapid growth of interuniversity cross-border health partnerships this century. It also finds, however, that there is a pool of established international partnerships from numerous countries at each university. Most partnerships that seek to strengthen universities in East Africa should likely ensure they have a significant education component. Universities should make more systematic information about past and existing partnerships available publicly.
- Published
- 2017
47. Harnessing the expertise and enthusiasm of university students for assistance in disasters
- Author
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Sharon Medcalf and Mph Mariah Morgan
- Subjects
Volunteers ,medicine.medical_specialty ,Schools, Public Health ,Universities ,media_common.quotation_subject ,Poison control ,Suicide prevention ,Occupational safety and health ,Disasters ,Resource (project management) ,Political science ,medicine ,Humans ,Social media ,Safety, Risk, Reliability and Quality ,media_common ,Enthusiasm ,business.industry ,Students, Public Health ,Public health ,Nebraska ,General Medicine ,Public relations ,Work experience ,Community-Institutional Relations ,Emergency Medicine ,Public Health ,business ,Safety Research - Abstract
The University of Nebraska Medical Center’s, College of Public Health modeled a student response team after similar successful programs at Emory University and the University of North Carolina. The team was created for three specific scenarios: epidemiology outbreak assistance, points of dispensing assistance, and monitoring social media in a disaster. Graduate students in public health are an overlooked volunteer resource. Many have prior work experience and are eager for the opportunity to gain additional practical experience while demonstrating classroom knowledge about the foundations of public health. Requesting agencies gain access to a dependable, replenishable volunteer pool. Academic institutions are encouraged to create teams to serve local communities, giving students access to serve local communities and to give students access to valuable applied experience that can be beneficial as they enter the public health workforce.
- Published
- 2019
48. ASPHER's European List of Core Competences for the Public Health Professional
- Author
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Tony Smith, Foldspang, Anders, Birt, Christopher A., and Otok, Robert
- Subjects
Schools, Public Health ,030503 health policy & services ,public health education ,Public Health, Environmental and Occupational Health ,General Medicine ,Europe ,03 medical and health sciences ,Professional Competence ,0302 clinical medicine ,public health competences ,Education, Public Health Professional ,Humans ,ASPHER ,030212 general & internal medicine ,public health curriculum ,0305 other medical science - Published
- 2018
49. Form Follows Function: A New Structure for a School of Public Health in the 21st Century.
- Author
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Petersen DJ
- Subjects
- Accreditation, Curriculum, Humans, Universities, Public Health education, Schools, Public Health
- Abstract
National discussions around education in public health in the early 2010s and the subsequent revisions to accreditation criteria for schools of public health in 2016 resulted in a dramatic shift away from the traditional 5 core discipline model in requirements for core curricula and the offering of specific master of public health degrees. With greater flexibility and opportunities for innovation, the College of Public Health at the University of South Florida embarked on a reexamination of its organizational structure, which, like many accredited schools, was based on the old 5 core discipline model. A transparent, inclusive, and deliberative process ultimately resulted in the elimination of departments in favor of a unified faculty whose collective discipline is public health. Decisions made along the way, unexpected opportunities that arose in the implementation, as well as challenges and early results are discussed., Competing Interests: The author declares no conflicts of interest., (Copyright © 2021 Wolters Kluwer Health, Inc. All rights reserved.)
- Published
- 2022
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50. Naming racism in the public health classroom
- Author
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Alana Dinelli, Brenna Fitzgerald, Nadia N. Abuelezam, and Andrés Castro Samayoa
- Subjects
Male ,Schools, Public Health ,Social Sciences ,Elections ,Racism ,Health Services Accessibility ,Families ,Race (biology) ,Learning and Memory ,Sociology ,Medicine and Health Sciences ,Psychology ,Public and Occupational Health ,Children ,Qualitative Research ,media_common ,Multidisciplinary ,Racial Discrimination ,Politics ,Social Discrimination ,Professions ,Medicine ,Educational Status ,Female ,Public Health ,Behavioral and Social Aspects of Health ,Infants ,Social psychology ,Research Article ,medicine.medical_specialty ,Science ,Political Science ,media_common.quotation_subject ,Context (language use) ,Human Learning ,medicine ,Institution ,Learning ,Humans ,Social determinants of health ,Healthcare Disparities ,Public health ,Racial Groups ,Cognitive Psychology ,Biology and Life Sciences ,United States ,Age Groups ,Instructors ,People and Places ,Cognitive Science ,Population Groupings ,Undergraduates ,Neuroscience ,Qualitative research - Abstract
ObjectiveThe discussion of racism within undergraduate public health classrooms can be highly influenced by local and national conversations about race. We explored the impact of local and national events on students’ ability to name racism on a public health exam highlighting the impact of racism on maternal and infant health disparities for Black mothers.MethodsWe undertook this research within the context of an undergraduate introductory public health course at a primarily white institution in the Northeastern part of the United States. A qualitative content analysis of undergraduate student responses to a final exam question soliciting the importance of racism to health outcomes among Black mothers in the United States was undertaken. ANOVA tests were run to assess differences on naming racism, using semantic alternatives, and providing alternative explanations during three main time periods: prior to the election of the 45th president of the United States (pre-Trump), after the election (post-Trump), and after a nationally recognized racist campus incident.ResultsBetween the pre- and post-Trump periods we see no differences in naming racism or providing alternative explanations. We do see a reduction in the proportion of students providing semantic alternatives for racism in the post-Trump period (32.2 vs. 25.2%, p = 0.034). After the racist campus incident, we see increases in the proportion of students naming race (53.6 vs. 73.8%, p = 0.021) and decreases in the proportion providing an alternative explanation (43.1 vs. 12.9%, p = 0.004), but no differences in the proportion of students who used semantic alternatives.DiscussionThis work lends itself to our understanding of how local climate affects public health teaching and may also influence students’ learning about important social and structural determinants of health. National and local climate should frame and guide public health teaching.
- Published
- 2020
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