Public Health Education and the World

Abstract

Reflecting on my journey as a public health student, trainee, worker, scientist, and administrator, it is always important to remind myself why I embarked on this journey in the first place. I came from a developing part of the world, where I saw my neighbor toil in the field while taking care of several young children at the same time. One day she disappeared for a few weeks from the field. I found out later that she had given birth to another child. Since immigrating to the United States, I have been privileged to be educated in two schools of public health. After many years in the public health work-force, these images from my childhood still provide me with the drive and passion for my chosen career. Over the years, I have worked under two guiding principles. First, the primary role of the public health workforce is to eliminate the health disparities among nations, peoples, communities, and neighborhoods. Second, educational institutions that provide training in public health are instrumental in preparing individuals that can make this happen. Thus, it is vital that these institutions effectively educate the future public health workforce. In the United States, the Association of Schools of Public Health represents the 40 schools of public health accredited by the Council on Education for Public Health. These accredited schools are located throughout the United States, Puerto Rico, and Mexico, and have a combined 4000-member faculty, 19000 students, and 7000 graduates per year. The number of students enrolled in doctoral public health programs has substantially increased over time. The schools also collaborate and provide technical assistance to many public health training institutions worldwide. This increased communication and shared knowledge creates an important global community of public health leaders. In recent years, the communication of knowledge and information has changed in a number of ways. The Internet has modernized the traditional modalities of public health education, ranging from universal rapid access of peer-reviewed publications to the availability of formal and informal public health education online. The open course-wares offered by some universities have been particularly helpful in broadening access to valuable coursework for populations that would otherwise be geographically or financially unable to access this information. Distance learning and open sharing of course materials have enabled on-the-job training and continuing education worldwide. Another important development is the borderless nature of emerging public health threats, such as severe acute respiratory syndrome, avian flu, or natural disasters such as tsunamis, cyclones, and earthquakes. The schools of public health can take a substantive leadership role, not only in the relief of disasters, but also in the short- and long-term rehabilitation of the victims and their families. Such initiatives can cut across many disciplines and life-span specializations within the schools. They can take these opportunities to teach and inspire their students to be active world citizens while practicing their public health skills. Schools can also rally their alumni to contribute their services to provide multiple forms of relief to disaster victims. Several articles in this issue articulate many of these ideas. These papers address topics such as public health doctoral education, educational technology, and competencies, whereas others address the effects of poverty, health disparities, and tsunamis. It is especially important during these times of recent natural disasters that the public health community unites to provide support for the world in need.