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Adult education and health
Along with a broad overview of concepts and strategies in the field, Adult Education and Health includes illustrative practical examples from a variety of contexts and a helpful glossary of key terms. It will be a useful resource for professionals and academics in many areas, including community health education, health policy, First Nations health, and the education of health professionals.\"--pub. desc.
Book
The Landscape of US Undergraduate Public Health Education
Historically, education in public health in the United States has occurred at the graduate level. Although some undergraduate programs in public health were established in the 20th century, more undergraduate programs have emerged in the past decade. The growth of undergraduate education in public health aligns with the 2003 Institute of Medicine report by Gebbie et al that called for all undergraduate students to have access to public health education. Other initiatives to advance undergraduate education in public health soon followed the Institute of Medicine's call, including the educated citizen and public health initiative.
Journal Article
The Urgent Need for Disaster Education as a Core Competency in Accredited Schools and Colleges of Public Health by the Council on Education for Public Health
Public Health is essential to disaster preparedness, mitigation, response, and recovery. This has never been more evident than during the COVID-19 pandemic when public health was the disaster response lead. However, students are graduating from accredited schools and colleges of public health with limited or no education in disaster management. This is a crisis unto itself, and it is incumbent upon The Council on Education for Public Health (CEPH) to take immediate action. Public health preparedness should be recognized as a core element in public health curricula, and practical experiences, such as drills and simulations, are necessary to equip students with the confidence and competencies needed in high-stress situations. The need for such preparedness education extends beyond the COVID-19 pandemic. It is a crucial step for creating a resilient and competent public health workforce capable of safeguarding community health in the face of complex and emerging challenges.
Journal Article
Future directions of Doctor of Public Health education in the United States: a qualitative study
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.
Journal Article
Increasing adverse drug reaction reporting—How can we do better?
Adverse drug reactions (ADRs) are associated with morbidity and mortality worldwide. Although national systems for reporting ADRs exist there is a low reporting rate. The aim of the current study was to evaluate an intervention plan for improving ADRs reporting among medical professionals (physicians and nurses). A multicentre intervention study was conducted, in which one medical centre was randomly assigned to the intervention group and two medical centres to the control group. The study consisted of 3 phases: baseline data collection, intervention and follow-up of the reporting rate. The questionnaire that was filled in at base line and at the end of study, contained questions about personal/professional demographic variables, and statements regarding knowledge of and behaviour toward ADRs reporting. The intervention program consisted of posters, lectures, distant electronic learning and reminders. An increase in the number of ADRs reports was noted in the intervention group (74 times higher than in the control group) during the intervention period, which was gradually decreased with as the study progressed (adjusted O.R = 74.1, 95% CI = 21.11-260.1, p<0.001). The changes in the \"knowledge related to behaviour\" (p = 0.01) and in the \"behaviour related to reporting\" (p<0.001) score was significantly higher in the intervention group. Specialist physicians and nurses (p<0.001), fulfilling additional positions (p<0.001) and those working in other places (p = 0.05) demonstrated a high rate of report. Lectures were preferable as a method to encourage ADRs reporting. The most convenient reporting tools were telephone and online reporting. Thus, implementation and maintenance of a continuous intervention program, by a pharmacovigilance specialist staff member, will improve ADRs reporting rates.
Journal Article
Rethinking Rankings in Public Health Graduate Education—Who Are They For?
The \"market\" rationale for student benefit rings less true; publishing more rankings, of more schools, more frequently, does not seem to in fact enhance student choice or fit, if it is not done well.1,2 Institutions contend that the methodology used for USNWR rankings further disadvantages the already disadvantaged populations they serve, and is misleading to applicants.1 Administrators have been charged with crimes for trying to fraudulently enhance their rankings, or called out on supplying bad data3,4 In all the cases in question, those rankings are based, ostensibly, on several points of data. Whether a given school happens to fall into or out of the top 10, the top 50, or the top 100 may partially be a function of the number of programs (and new programs) in that year and who happens to respond (the response rate) that year, even if the overall objective quality of the school is relatively similar, year to year. [...]an annually varying \"quality\" measure, as observed in these peer scores, is methodologically problematic. [...]even when the peer scores are relatively close (changing by 0.1 to 0.2 points, on average), dramatic movement is observed in rankings, even as far as moving into new top groups (Appendix Figure A, available as a supplement to the online version of this article at http://www.ajph.org). The top 10 sees relatively little change. Since 2007, two entrants reached that vaunted list after increasing (improving) their peer scores by only 0.2 and 0.1; of those that were bumped out, one fell from grace even though their peer score improved by 0.3, and the other after receiving a decreased 0.2 average peer score compared with the previous cycle.
Journal Article