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Developing Public Health Emergency Response Leaders in Incident Management: A Scoping Review of Educational Interventions. Disaster Med Public Health Prep 2021; 16:2149-2178. [PMID: 34462032 DOI: 10.1017/dmp.2021.164] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
Abstract
During emergency responses, public health leaders frequently serve in incident management roles that differ from their routine job functions. Leaders' familiarity with incident management principles and functions can influence response outcomes. Therefore, training and exercises in incident management are often required for public health leaders. To describe existing methods of incident management training and exercises in the literature, we queried 6 English language databases and found 786 relevant articles. Five themes emerged: (1) experiential learning as an established approach to foster engaging and interactive learning environments and optimize training design; (2) technology-aided decision support tools are increasingly common for crisis decision-making; (3) integration of leadership training in the education continuum is needed for developing public health response leaders; (4) equal emphasis on competency and character is needed for developing capable and adaptable leaders; and (5) consistent evaluation methodologies and metrics are needed to assess the effectiveness of educational interventions.These findings offer important strategic and practical considerations for improving the design and delivery of educational interventions to develop public health emergency response leaders. This review and ongoing real-world events could facilitate further exploration of current practices, emerging trends, and challenges for continuous improvements in developing public health emergency response leaders.
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Cultivating global health professionals: evaluation of a training course to develop international consulting service competence in China. GLOBAL HEALTH JOURNAL 2020. [DOI: 10.1016/j.glohj.2020.01.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
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Archer A, Berry I, Bajwa U, Kalda R, Di Ruggiero E. Preferred modalities for delivering continuing education to the public health workforce: a scoping review. Health Promot Chronic Dis Prev Can 2020; 40:116-125. [PMID: 32270669 PMCID: PMC7197640 DOI: 10.24095/hpcdp.40.4.03] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
INTRODUCTION Continuing education (CE) can help public health professionals maintain and further develop their knowledge and skills to adapt to the changing public health landscape. This scoping review aims to identify the preferred modalities for delivering CE to public health professionals and to determine how equity has been incorporated into public health training. METHODS Using the PRISMA extension for Scoping Reviews as a guide, we searched four databases for peer-reviewed primary research studies that evaluated public health workforce CE modalities. RESULTS The review included 33 studies published between 1 January 2000 and 6 August 2019 from over 11 countries. Most articles broadly described their training audience as public health professionals employed by government or non-governmental organizations. Delivery methods included online, in-person or blended learning (combining online and in-person instruction). Learners strongly preferred self-directed approaches. Organizational support, including protected time for professional development during work hours, was an important enabler of training completion. Commonly cited barriers included course duration and a high number of contact hours. CONCLUSION Findings suggest that there is no single preferred training modality. We identified three elements that influence modality preference: design, delivery and organizational support. Modality should be determined by participants' location, needs and previous experiences to ensure the content is relevant and delivered in a way that equips learners to apply the knowledge gained.
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Affiliation(s)
- Anya Archer
- Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
| | - Isha Berry
- Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
| | - Uttam Bajwa
- Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
| | - Robyn Kalda
- Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
| | - Erica Di Ruggiero
- Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
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Gao P, Xiang H, Liu S, Liu Y, Dong S, Liu F, Yu W, Li X, Guan L, Chu Y, Mao Z, Chen S, Tang S. Evaluation of a consulting training course for international development assistance for health. BMC MEDICAL EDUCATION 2018; 18:234. [PMID: 30305087 PMCID: PMC6180444 DOI: 10.1186/s12909-018-1339-3] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/18/2017] [Accepted: 09/27/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Development assistance for health (DAH) is an important component of foreign assistance. International health consultants usually play a key role in the international DAH field. However, there is still a shortage of consulting training in China. To address this issue and develop new backup force of DAH for China, the Global Health Institute of Wuhan University (GHIWHU) launched a training program called the "Consulting Training Course for International Development Assistance for Health". The purpose of this article is to evaluate the impact of the training on participants. METHODS We conducted the analysis using Kirkpatrick's model. An evaluation survey examining participants' reaction (level 1) and learning (level 2) was carried out among trainees following the training, and a follow-up telephone interview of application (level 3) was made in three months after the training. RESULTS A total of 25 participants from Chinese Consortium of Universities for Global Health (CCUGH) attended the training program. Results of satisfaction evaluation indicated that the training program was well received, with more than 85% of participants felt satisfied or relatively satisfied with the training. Trainees' self-ratings of the consulting knowledge and skills showed a significant increase (p < 0.001) from pre- to post-training. The follow-up interview revealed that the majority of participants applied the acquired knowledge and skills under various circumstances such as consulting program, teaching processes, writing reports, and et al. Meanwhile, participants considered that the lack of opportunities was one of the major application barriers. In addition, they expressed the willingness to participate in more relevant training and the need for more practice opportunities. CONCLUSIONS This is the first study evaluating a consulting training program in China. The results show that the training course has been successfully implemented and participants have been given consulting knowledge and skills. Future research should use better-designed training methods based on demand surveys and consider providing participants with practice or practicum opportunities. Also, it is necessary to conduct both primary and advanced training courses and evaluate participants' long-term behavior changes resulting from the training.
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Affiliation(s)
- Pan Gao
- Department of Global Health, School of Health Sciences, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
- Global Health Institute, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
| | - Hao Xiang
- Department of Global Health, School of Health Sciences, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
- Global Health Institute, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
| | - Suyang Liu
- Department of Global Health, School of Health Sciences, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
| | - Yisi Liu
- Department of Global Health, School of Health Sciences, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
- Global Health Institute, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
| | - Shengjie Dong
- Department of Global Health, School of Health Sciences, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
- Global Health Institute, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
| | - Feifei Liu
- Department of Global Health, School of Health Sciences, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
- Global Health Institute, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
| | - Wenyuan Yu
- Department of Global Health, School of Health Sciences, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
- Global Health Institute, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
| | - Xiangyu Li
- Department of Global Health, School of Health Sciences, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
- Global Health Institute, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
| | - Li Guan
- Department of Global Health, School of Health Sciences, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
- Global Health Institute, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
| | - Yuanyuan Chu
- Department of Global Health, School of Health Sciences, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
- Global Health Institute, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
| | - Zongfu Mao
- Department of Global Health, School of Health Sciences, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
- Global Health Institute, Wuhan University, 115# Donghu Road, Wuhan, 430071 China
| | - Shu Chen
- Global Health Research Center, Duke Kunshan University, 8# Duke Avenue, Kunshan, 215316 China
| | - Shenglan Tang
- Global Health Research Center, Duke Kunshan University, 8# Duke Avenue, Kunshan, 215316 China
- Duke Global Health Institute, Duke University, Trent Hall, 310 Trent Drive, Durham, North Carolina 27710 USA
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Jacob RR, Duggan K, Allen P, Erwin PC, Aisaka K, Yang SC, Brownson RC. Preparing Public Health Professionals to Make Evidence-Based Decisions: A Comparison of Training Delivery Methods in the United States. Front Public Health 2018; 6:257. [PMID: 30271767 PMCID: PMC6146213 DOI: 10.3389/fpubh.2018.00257] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2018] [Accepted: 08/20/2018] [Indexed: 01/25/2023] Open
Abstract
Background: Evidence-based decision making (EBDM) in health programs and policies can reduce population disease burden. Training in EBDM for the public health workforce is necessary to continue capacity building efforts. While in-person training for EBDM is established and effective, gaps in skills for practicing EBDM remain. Distance and blended learning (a combination of distance and in-person) have the potential to increase reach and reduce costs for training in EBDM. However, evaluations to-date have focused primarily on in-person training. Here we examine effectiveness of in-person trainings compared to distance and blended learning. Methods: A quasi-experimental pre-post design was used to compare gaps in skills for EBDM among public health practitioners who received in-person training, distance and blended learning, and controls. Nine training sites agreed to replicate a course in EBDM with public health professionals in their state or region. Courses were conducted either in-person (n = 6) or via distance or blended learning (n = 3). All training participants, along with controls, were asked to complete a survey before the training and 6 months post-training. Paired surveys were used in linear mixed models to compare effectiveness of training compared to controls. Results: Response rates for pre and post-surveys were 63.9 and 48.8% for controls and 81.6 and 62.0% for training groups. Participants who completed both pre and post-surveys (n = 272; 84 in-person, 67 distance or blended, and 121 controls) were mostly female (89.0%) and about two-thirds (65.3%) were from local health departments. In comparison to controls, overall gaps in skills for EBDM were reduced for participants of both in-person training (β = −0.55, SE = 0.27, p = 0.041) and distance or blended training (β = −0.64, SE = 0.29, p = 0.026). Conclusions: This study highlights the importance of using diverse methods of learning (including distance or blended in-person approaches) for scaling up capacity building in EBDM. Further exploration into effective implementation strategies for EBDM trainings specific to course delivery type and understanding delivery preferences are important next steps.
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Affiliation(s)
- Rebekah R Jacob
- Prevention Research Center in St. Louis, Brown School, Washington University in St. Louis, St. Louis, MO, United States
| | | | - Peg Allen
- Prevention Research Center in St. Louis, Brown School, Washington University in St. Louis, St. Louis, MO, United States
| | - Paul C Erwin
- School of Public Health, The University of Alabama at Birmingham, Birmingham, AL, United States
| | | | - Samuel C Yang
- Prevention Research Center in St. Louis, Brown School, Washington University in St. Louis, St. Louis, MO, United States
| | - Ross C Brownson
- Prevention Research Center in St. Louis, Brown School, Washington University in St. Louis, St. Louis, MO, United States.,Division of Public Health Sciences, Department of Surgery and Alvin J. Siteman Cancer Center, Washington University School of Medicine, Washington University in St. Louis, St. Louis, MO, United States
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Protsiv M, Rosales-Klintz S, Bwanga F, Zwarenstein M, Atkins S. Blended learning across universities in a South-North-South collaboration: a case study. Health Res Policy Syst 2016; 14:67. [PMID: 27589996 PMCID: PMC5010676 DOI: 10.1186/s12961-016-0136-x] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2016] [Accepted: 08/09/2016] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Increased health research capacity is needed in low- and middle-income countries to respond to local health challenges. Technology-aided teaching approaches, such as blended learning (BL), can stimulate international education collaborations and connect skilled scientists who can jointly contribute to the efforts to address local shortages of high-level research capacity. The African Regional Capacity Development for Health Systems and Services Research (ARCADE HSSR) was a European Union-funded project implemented from 2011 to 2015. The project consortium partners worked together to expand access to research training and to build the research capacity of post-graduate students. This paper presents a case study of the first course in the project, which focused on a meta-analysis of diagnostic accuracy studies and was delivered in 2013 through collaboration by universities in Uganda, Sweden and South Africa. METHODS We conducted a mixed-methods case study involving student course evaluations, participant observation, interviews with teaching faculty and student feedback collected through group discussion. Quantitative data were analysed using frequencies, and qualitative data using thematic analysis. RESULTS A traditional face-to-face course was adapted for BL using a mixture of online resources and materials, synchronous online interaction between students and teachers across different countries complemented by face-to-face meetings, and in-class interaction between students and tutors. Synchronous online discussions led by Makerere University were the central learning technique in the course. The learners appreciated the BL design and reported that they were highly motivated and actively engaged throughout the course. The teams implementing the course were small, with individual faculty members and staff members carrying out many extra responsibilities; yet, some necessary competencies for course design were not available. CONCLUSIONS BL is a feasible approach to simultaneously draw globally available skills into cross-national, high-level skills training in multiple countries. This method can overcome access barriers to research methods courses and can offer engaging formats and personalised learning experiences. BL enables teaching and learning from experts and peers across the globe with minimal disruption to students' daily schedules. Transforming a face-to-face course into a blended course that fulfils its full potential requires concerted effort and dedicated technological and pedagogical support.
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Affiliation(s)
- Myroslava Protsiv
- Department of Public Health Sciences (Global Health/IHCAR), Karolinska Institutet, Tomtebodavägen 18A, 171 77 Stockholm, Sweden
| | - Senia Rosales-Klintz
- Department of Public Health Sciences (Global Health/IHCAR), Karolinska Institutet, Tomtebodavägen 18A, 171 77 Stockholm, Sweden
| | - Freddie Bwanga
- College of Health Sciences, Makerere University, Kampala, Uganda
| | - Merrick Zwarenstein
- Department of Family Medicine, Schulich School of Medicine and Dentistry, Western University, 1151 Richmond St, N6A 3K7 London, Ontario Canada
- Faculty of health sciences, Stellenbosch University, Francie Van Zijl Dr, Tygerberg Hospital, Cape Town, 7505 South Africa
| | - Salla Atkins
- Department of Public Health Sciences (Global Health/IHCAR), Karolinska Institutet, Tomtebodavägen 18A, 171 77 Stockholm, Sweden
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Abstract
This article focuses on an innovative "virtual" practicum arrangement and provides insight for public health professionals seeking a meaningful practicum experience. The traditional practicum model where a student physically reports to work at the field site with a near full-time commitment has become increasingly challenging and often limiting in terms of field site choices and experiences available to a student depending on the location of a school and the student's area of interest. This is particularly true with students who are enrolled in a distance learning program. The experience obtained from a practicum is more important than ever before as rapid changes occur in health service delivery models as a result of the Patient Protection and Affordable Care Act. Career development through a practicum can be vitally important to a mid-career student seeking to remain relevant and in demand within a changing job market. To fulfill these needs, while still obtaining the benefits of a practicum, a virtual practicum arrangement could provide a solution. This case study provides practical tips based on the successful experience of a recent MPH graduate.
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Affiliation(s)
- Jeffrey Goodman
- Pro Salus, Health Policy Consultancy, Santa Monica, CA, USA SOPHE, Washington, DC, USA
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Miccas FL, Batista SHSDS. [Permanent education in health: a review]. Rev Saude Publica 2014; 48:170-85. [PMID: 24789649 PMCID: PMC4206127 DOI: 10.1590/s0034-8910.2014048004498] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2012] [Accepted: 09/10/2013] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE To undertake a meta-synthesis of the literature on the main concepts and practices related to permanent education in health. METHODS A bibliographical search was conducted for original articles in the PubMed, Web of Science, LILACS, IBECS and SciELO databases, using the following search terms: "public health professional education", "permanent education", "continuing education", "permanent education health". Of the 590 articles identified, after applying inclusion and exclusion criteria, 48 were selected for further analysis, grouped according to the criteria of key elements, and then underwent meta-synthesis. RESULTS The 48 original publications were classified according to four thematic units of key elements: 1) concepts, 2) strategies and difficulties, 3) public policies and 4) educational institutions. Three main conceptions of permanent education in health were found: problem-focused and team work, directly related to continuing education and education that takes place throughout life. The main strategies for executing permanent education in health are discussion, maintaining an open space for permanent education , and permanent education clusters. The most limiting factor is mainly related to directly or indirect management. Another highlight is the requirement for implementation and maintenance of public policies, and the availability of financial and human resources. The educational institutions need to combine education and service aiming to form critical-reflexive graduates. CONCLUSIONS The coordination between health and education is based as much on the actions of health services as on management and educational institutions. Thus, it becomes a challenge to implement the teaching-learning processes that are supported by critical-reflexive actions. It is necessary to carry out proposals for permanent education in health involving the participation of health professionals, teachers and educational institutions. OBJECTIVE To undertake a meta-synthesis of the literature on the main concepts and practices related to permanent education in health. METHODS A bibliographical search was conducted for original articles in the PubMed, Web of Science, LILACS, IBECS and SciELO databases, using the following search terms: "public health professional education", "permanent education", "continuing education", "permanent education health". Of the 590 articles identified, after applying inclusion and exclusion criteria, 48 were selected for further analysis, grouped according to the criteria of key elements, and then underwent meta-synthesis. RESULTS The 48 original publications were classified according to four thematic units of key elements: 1) concepts, 2) strategies and difficulties, 3) public policies and 4) educational institutions. Three main conceptions of permanent education in health were found: problem-focused and team work, directly related to continuing education and education that takes place throughout life. The main strategies for executing permanent education in health are discussion, maintaining an open space for permanent education, and permanent education clusters. The most limiting factor is mainly related to directly or indirect management. Another highlight is the requirement for implementation and maintenance of public policies, and the availability of financial and human resources. The educational institutions need to combine education and service aiming to form critical-reflexive graduates. CONCLUSIONS The coordination between health and education is based as much on the actions of health services as on management and educational institutions. Thus, it becomes a challenge to implement the teaching-learning processes that are supported by critical-reflexive actions. It is necessary to carry out proposals for permanent education in health involving the participation of health professionals, teachers and educational institutions.
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Affiliation(s)
- Fernanda Luppino Miccas
- Programa de Pós-Graduação Interdisciplinar em
Ciências da Saúde. Universidade Federal de São Paulo. Santos,
SP, Brasil
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Rodríguez D, Berenguera A, Pujol-Ribera E, Capella J, Peray JLD, Roma J. [Current and future competencies for public health professionals]. GACETA SANITARIA 2012; 27:388-97. [PMID: 23218974 DOI: 10.1016/j.gaceta.2012.10.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2012] [Revised: 10/19/2012] [Accepted: 10/23/2012] [Indexed: 10/27/2022]
Abstract
OBJECTIVES To identify current and future competencies (managers and technicians) for public health professionals in Catalonia (Spain). METHODS Qualitative research with a phenomenological approach. Between November 2009 and February 2010, 31 semistructured interviews were completed with public health professionals working in Catalonia. We purposely used a theoretical sample to include the maximum multiplicity of discourses. We conducted a thematic content analysis. RESULTS We obtained a wide range of current professional competencies, as well as those required for the future, classified according to professional profile. The participants highlighted transversal competencies, such as the importance of sharing a general theoretical framework of the discipline and the institution. Among the most frequently reported competencies were knowledge management, communication skills, teamwork, multidisciplinary and intersectoral orientation, legal knowledge, computer skills and languages, particularly English. It was also important for individual professionals to have specific skills in their areas of activity. In terms of differences between managers and technicians, the study showed that technicians prioritize management skills concerning human and material resources, while managers emphasize organizational and professional public health expertise. CONCLUSIONS There is a need for transversal and specific competencies in distinct areas. Public health is a multidisciplinary field, which collaborates with a wide range of professionals and organizations.
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Affiliation(s)
- Dolors Rodríguez
- Unitat de Recerca del Institut Universitari d'Investigació en Atenció Primària Jordi Gol (IDIAP- Jordi Gol), Barcelona, España
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