Association Of Schools Of Public Health In The European Region Research Articles

The process of developing a framework for code of ethics

Abstract Issue/Problem The World Health Organisation (WHO) and Association of Schools of Public Health in the European Region (ASPHER) roadmap for the professionalisation of the public health workforce has noted ethics as a pillar for professionalisation. It also highlights the need for code of ethics and professional conduct for all public health professionals and institutions. The Global Network for Academic Public Health (GNAPH), in collaboration with EUPHA, ASPHER, and the UK Faculty of Public Health has been working together for a code of ethics. Description of the problem The WHO/ASPHER group asked for a framework to be developed by the expert group as part of the rollout of the professionalisation agenda. The objective of this work was to develop a guide that is applicable to different countries within Europe to develop their own of code of ethics and conduct. A modified Delphi approach to building consensus amongst professionals in ethics included law, academia, and public health professionals. The questions sought to be answered were what and how to develop a framework and what should be included in the guide for creating a public health code of ethics. Results Throughout this method we developed five values, and twelve principles that are essential for the development of a code of ethics through a consensus building exercise. This framework was the first of its kind as part of the professionalisation agenda for different regions. There will be ongoing work piloting this framework in practice with various professional groups and institutions. Lessons Throughout this process, the need and demand across the public health community for ethical education and development of code of ethics was made evident. Collaboration between academics, ethicist, lawyers, and public health professionals and policy makers were key in developing a public health code of ethics. Identifying the challenges with monitoring and evaluating of its implementation a public health code of ethics. Key messages • Ethics, and a code of ethics are an essential component of the professionalisation agenda of the public health workforce. • There is need for continued collaboration and partnership with public health professionals and institutions in enacting its implementation and evaluation.

11.Q. Round table: A Guide for creating a code of ethics for public health professionals and institutions

Abstract The professional discipline of public health is driven by its values. Public health professionals face decisions that have far-reaching ethical implications. Our norms, values, beliefs and the way we see the world, as individuals, communities and institutions which serve us, do matter and fundamentally affect our decisions, behaviours, policies, and practice. The ability to be aware and reflect on norms and values when taking decisions, is a decisive professional virtue in public health practice. The World Health Organisation (WHO) and Association of Schools of Public Health in the European Region (ASPHER) Roadmap for the professionalisation of the public health workforce, has highlighted ethics as an essential pillar for professionalisation, a core competency, and the need for a Code of Ethics and Professional Conduct for good public health practice. In order to further advance the issue the Global Network for Academic Public Health (GNAPH), ASPHER, the European Public Health Association (EUPHA), the UK Faculty of Public Health and other partners set up an expert international joint working group on public health ethics and law (PHELWG). The PHEL expert working group - which includes senior public health professionals, ethicists, lawyers and academics - has been working to carry out research and develop a guide for creating a Code of Ethics and Professional Conduct for public health professionals and institutions. This has included consideration of the competencies, principles and values for good public health practice. The project has involved literature review, research and the wide professional experience of the international group of experts who have been working on the issue.The development of a guide for creating a code of ethics for public health professionals and institutions is part of the overall objective of the PHELWG to build a ethico-legal competency, capacity and resilience of public health workforce. The proposed Guide and related resources will be a timely resource, practical tool and support for public health professionals, organisations, or regulatory bodies to develop their own local country code of ethics and build further ethico-legal capacity of their public health professional workforce and institutions. Purpose of the roundtable workshop will be to: - present the guide on creating a code of ethics for public health public health professionals and institutions, which will be launched at that time - Share the proposed ethical competencies/skills, principles and values for good public health practice, with particular consideration of Indigenous knowledge and world views - reflect and consult with the workshop participants around the guide and the proposed pilot sites for implementing the Codes in various centres. Key messages • Development of Code of ethics and professional conduct is a key requirement for public health professionalization. • The Guide for creating code of ethics by international expert group provides significant resource for development of codes locally. Speakers/Panelists Kasia Czabanowska Maastricht University, Maastricht, Netherlands Farhang Tahzib Faculty of Public Health, Haywards heath, UK Paul Athanasopoulos Public Health Department, Stirling, UK

Public Health In Conflict And War: A Response To An Ever Evolving Landscape

Abstract Background The bases for this proposal are the current and ongoing conflict and war situations around the world, causing turmoil for nations and hardship and public health crises for people. We can no longer ignore the critical and time-sensitive need to address issues of Public Health (PH) in conflict and war in our education and training programmes. Objectives To consider appropriate themes and topics in Conflict and War that should be included in PH education and training programmes; and to consider how and where they are best represented. Member schools of the Association of Schools of PH in the European Region (ASPHER) were asked to provide details of their curricula relating PH in Conflict and War. Submissions on this topic were received from over 10 schools. Information was collated into logical themes, to which elements of the curriculum were mapped. In a modified Delphi process, respondents were asked for their level of agreement for inclusion in a curriculum and at what level content should be delivered. Results Findings from the survey allowed identification of seven main themes from topics provided: Contextual Factors; Preventive Strategies; Emergency Preparedness; Impact and Response; Conflict Resolution and Solidarity, Rehabilitation and Recovery. Respondents had high levels of agreement that content should be included in curricula and be delivered at every level in PH education and training. Conclusions PH education and training have been deficient in not including PH in Conflict and War as a subject area in programmes. The knowledge and expertise developed of necessity in some places can be shared across the ASPHER network and beyond to increase awareness of the PH considerations of conflict and war. Key messages • Public health in war and conflict zones is critical due to unique challenges and urgent needs of affected populations. • An Integrated curriculum is vital for addressing conflict’s long-term health impact and preparing skilled workforce for health, resilience, action and laying the path to peace.

7.Q. Round table: Developing public health workforce in the European Region. Cases of Ukraine, Georgia, and Azerbaijan

Abstract In the dynamic landscape of public health, World Health Organization Regional Office for Europe (WHO) and the Association of Schools of Public Health in the European Region (ASPHER) have devised the European competency framework and the roadmap to professionalizing public health workforce (PHW) in the European region aiming to guide stakeholders with competency standards and actionable recommendations for strengthening PHW. This workshop presents actions taken in Azerbaijan, Georgia, and Ukraine to strengthen their public health workforce, showcasing how mentioned tools can be effectively applied in different contexts. The workshop aims to equip participants with practical strategies and tools to enhance the professionalization of the PHW, ultimately contributing to improved public health outcomes across the region. In Ukraine, public health system faces multifaceted challenges, ranging from epidemics to war. In 2019, Ukraine piloted a Competency Framework with key stakeholders, incorporating competencies missing in job descriptions for public health specialists. Subsequently, a review of educational programs for master’s degrees in public health was conducted. Based on the Competency Framework, the first state qualification exam for master’s in public health was introduced in 2021. Guided by the Roadmap, a PHW situational analysis was conducted by the WHO Country Office, and the elaboration of a national programme for the PHW development is close to completion. Furthermore, recognizing the need for capable public health leaders, a national Public Health Leadership Programme has been initiated based on the Competency Framework. In Georgia, following global trends, in 2023 the Ministries of Internally Displaced Persons, Labour, Health, and Social Protection planned to prepare a comprehensive public health human resource strategy, based on the Competency Framework, which has led to the development of a number of policy processes and platforms, including a public health human resources survey to get a better understanding of the composition of the public health workforce in the country. In Azerbaijan, within the framework of the Azerbaijan Pandemic Response Project initiated in 2022, the WHO Country Office has actively sought to bolster the capabilities of the public health workforce. Utilizing the Competency Framework, a detailed self-assessment tool was developed, enabling both current public health professionals and students to evaluate their skills across various competencies. Alongside, a Professional Learning Plan was crafted to support a holistic learning cycle of Public Health Champions, which guides them through stages of identifying learning needs, engaging in relevant activities, and critically assessing the outcomes. Each presentation will offer valuable insights for European countries on how to strengthen public health workforce, how to adapt the tools to serve national priorities, and to foster collaboration among stakeholders. Key messages • The workshop aims to equip participants with tools designed by the WHO and ASPHER to enhance the professionalization of the PHW across the region. • The workshop will contribute to exchange of PHW professionalization practices at the European level by raising awareness among the audience of how the specific tools can be used in different contexts. Speakers/Panelists Nataliia Piven WHO Country Office in Ukraine, Kyiv, Ukraine Elene Godziashvili National Center for Disease Control and Public Health, Tbilisi, Georgia Halil ibrahim Durak WHO, Baku, Azerbaijan Olga Aleksandrova WHO Country Office in Ukraine, Kyiv, Ukraine Karolina Airapetian WHO Country Office in Ukraine, Kyiv, Ukraine

Mapping competency profiles of schools of public health: implications for public health workforce education and training in Israel.

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. 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. 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. 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.

SUBSTANTIATION OF THE CERTIFICATE PROGRAM «GLOBAL HEALTH» AS A COMPONENT OF THE TRAINING OF PUBLIC HEALTH SPECIALISTS

The aim: to develop a modern certification program "Global Health" for the continuous professional development of public health professionals. Materials and methods. The study employed bibliosemantic, informational-analytical, medical-statistical, sociological methods, and content analysis method. The research program included an analysis of the main competencies of public health professionals, as defined by the Association of Schools of Public Health in the European Region (ASPHER) and the higher education standard for specialty 229 "Public Health" for the second (master's) level of higher education; analysis of existing certification programs on global health; conducting sociological surveys of public health professionals regarding priority topics and preferred learning methods. The research was based on normative documents, electronic resources, and the results of sociological research. Statistical processing and mathematical analysis of materials were conducted using statistical analysis methods. Results. It was established that global health issues are significant in shaping the professional competencies of public health professionals, considering the requirements of the higher education standard for specialty 229 "Public Health" for the second (master's) level of higher education and those, defined by the European List of Core Competencies for Public Health Professionals ASPHER. The study of these issues was identified as important for continuous professional development based on sociological surveys of disease control and prevention center employees (38.4 out of 100 respondents). Among various forms of education, webinars (62.2±3.8 out of 100 respondents) and online learning (60.4±3.8) are most in demand. Analysis of the obtained data led to the justification of the "Global Health" certification program. In the developed "Global Health" certification program, 26.7% of the workload corresponds to lectures, 33.3% to practical classes, and 40% to preparatory work. Structurally, it covers 2 modules and 8 topics on current issues of the impact of globalization on health and analysis of global health indicators. Conclusions. The "Global Health" certification program meets the requirements of normative documents, considers contemporary challenges and consequences of globalization on health, highlights global health trends, and its topics are in demand among disease control and prevention center professionals.

Core competencies in applied infectious disease epidemiology: a framework for countries in Europe.

In 2009, the European Centre for Disease Prevention and Control (ECDC) developed a competency framework to support European Union countries and the European Commission in ensuring a competent public health workforce for Europe. The coronavirus disease (COVID-19) pandemic emphasised the importance of harmonised public health strategies and competencies across international boundaries, specifically for infectious diseases. This perspective presents the process to update the competency framework for applied infectious disease epidemiology, highlighting ECDC's efforts to support countries with using the framework. ECDC commissioned the Association of Schools of Public Health in the European Region (ASPHER) to update the framework through publication and dissemination of a technical report and a self-assessment tool linked to training resources. A mixed methods approach to gather input from experts in relevant specialities included qualitative interviews with 42 experts, workshops with ECDC Technical Advisory Group and an online survey of 212 public health professionals across Europe and beyond. Modifications resulted in 157 core competencies in 23 domains, each mapping to one of six subject areas of importance in applied infectious disease epidemiology. The framework serves as a basis to update the curriculum of the ECDC Fellowship programme with two alternative paths: intervention epidemiology or public health microbiology.

Two sides of a broken medal: Disease prevention and health promotion in schools of public health

Aim: Disease prevention and health promotion are closely related through the lifestyle concept and teaching modules on them should be a part of the postgraduate curriculum of every School of Public Health (SPH) in the European Region and beyond. We aimed to determine to which degree the European SPH offer modules on Disease Prevention and Health Promotion in their postgradu-ate programs, but also the delay in full implementation for the target year 2030 that has been set at 100% for all SPHs. Methods: The Association of Schools of Public Health in the European Region (ASPHER) con-ducted two surveys on the activities of its members in 2011 and 2015/16. A group of 48 SPH responded in both surveys. Questions were related to the content offered by SPHs, the types of teaching methods that are in use and presentations of the modules at social networks. Results: For both modules, the 2nd survey in 2015/16 shows slightly less positive results as com-pared to the 1st Survey in 2011 (72.9% vs. 77.1% and 81.3% v. 87.5%). The only exception is the use of social media which increased for disease prevention from 20.8% to 37.5% of all SPH and for health promotion from 22.9% to 39.6%. Referring to the set target of 100%, delays between 4 and 13.5 years accumulate for the target year 2030.Conclusion: With the exception of the use of social media, progress towards 2030 is slow or even negative. Serious efforts have to be made by ASPHER to revert this process. Acknowledgments: The authors would like to thank all members of ASPHER for their commit-ment in responding to the survey questionnaire and providing examples of good practices in edu-cation, tra Aim: Disease prevention and health promotion are closely related through the lifestyle concept and teaching modules on them should be a part of the postgraduate curriculum of every School of Public Health (SPH) in the European Region and beyond. We aimed to determine to which degree the European SPH offer modules on Disease Prevention and Health Promotion in their postgradu-ate programs, but also the delay in full implementation for the target year 2030 that has been set at 100% for all SPHs. Methods: The Association of Schools of Public Health in the European Region (ASPHER) con-ducted two surveys on the activities of its members in 2011 and 2015/16. A group of 48 SPH responded in both surveys. Questions were related to the content offered by SPHs, the types of teaching methods that are in use and presentations of the modules at social networks. Results: For both modules, the 2nd survey in 2015/16 shows slightly less positive results as com-pared to the 1st Survey in 2011 (72.9% vs. 77.1% and 81.3% v. 87.5%). The only exception is the use of social media which increased for disease prevention from 20.8% to 37.5% of all SPH and for health promotion from 22.9% to 39.6%. Referring to the set target of 100%, delays between 4 and 13.5 years accumulate for the target year 2030.Conclusion: With the exception of the use of social media, progress towards 2030 is slow or even negative. Serious efforts have to be made by ASPHER to revert this process. Acknowledgments: The authors would like to thank all members of ASPHER for their commit-ment in responding to the survey questionnaire and providing examples of good practices in edu-cation, training and research for public health. Conflict of interest: None declared. ining and research for public health. Conflict of interest: None declared.

Half century of the Association of Schools of Public Health in the European Region: A significant contribution to public health education

The Association of Institutions Responsible for Advanced Teaching in Public Health and of Schools of Public Health in Europe was established in 1966. It was in response to the initiative of the World Health Organization (WHO)Regional Office for Europe as part of a worldwide initiative to set up Regional Associations of Schools in every WHO region as a channel for initiating innovative policies. The Organisation’s name was later changed into Association of Schools of Public Health in the European Region(ASPHER). ASPHER has established atradition in terms ofan annual award named Andrija Stampar, whichhasbecome a prestigious European reward for merits in public health.A significant contribution to public health education has been made during half century and the Association is today stronger than ever before

Підготовка кадрів для вітчизняної системи охорони громадського здоров’я: виклики та перспективи

The purpose of this work is to analyze the current state and develop basic proposals for the further development of the draft National Plan for the Development of Human Resources for the Public Health System in the intersectoral and intersectoral direction – «Health care in all government policies» based on an assessment of the best practices of foreign and domestic experience. Materials and methods: The research material was the documents of international and domestic professional organizations, publications on international experience in training personnel on the fundamental principles of preventive public health. We used data from our preliminary research on the assessment of basic health systems and analyzed scientific data on current public health issues. To solve the tasks set in the work, a set of methods was used: historical, analytical, comparative, systematic approach. Results: Emerging threats and emergencies in the field of public health in recent years included the COVID-19 pandemic has shown the failure of global health systems to effectively deal with such challenges. For the development of new effective health care systems, it is necessary to change the paradigm and policies in personnel training using advanced and effective practices of international and domestic schools of preventive medicine, incl. on the example of organizing the experience of the State Sanitary and Epidemiological Service of Ukraine to control the safe environment of human life and counteract biological threats. Conclusions: It is advisable to identify those domestic developments in the training of personnel for the field of public health that have no corresponding analogues at the international level and initiate expansion of cooperation with relevant European associations, for example, the Association of Schools of Public Health in the European Region (ASPHER), the Public Health Accreditation Agency (APHEA); the European Public Health Association (EUPHA); EuroHealthNet; European Public Health Alliance (EPHA); European Health Management Association (EHMA).

Syllabi collection on diversity and intersectionality in public health: reflecting on the development

Abstract Background Highlighting the intersectionalities between different markers of diversity and health inequities encourages the reconsideration of normativities in public health (PH). We developed an open access collection of syllabi on the relevance of intersectionality and diversity in PH together with the Association of Schools of Public Health in the European Region (ASPHER). Objectives We developed the syllabi in a participatory, iterative process guided by transformative teaching pedagogy. We reflect on this process and how this can inform the enhancement of the syllabi themselves, as well as future curriculum development. Results We recruited a core group of 9 PH researchers, teachers and professionals from all career levels from participants of introductory session presentations in different settings (e.g., 14th EPHC, ASPHER Retreat). The core group met once a month for one year online, and each meeting took the form of co-working sessions in breakout rooms to develop the syllabi based on interest and expertise. We designed a qualitative online survey to evaluate and ensure the scientific rigor and pedagogical value of the syllabi. We invited critical and constructive input from ASPHER member school professionals with expertise in intersectionality, diversity or curriculum development in PH in terms of content and pedagogy. Conclusions Drawing from the expertise of the PH community we combined diverse professional and cultural backgrounds, experiences from different career levels and PH education systems, as well as specialisation in the PH field. The transformative pedagogical approach was considered particularly valuable in strengthening competences such as reflexive strategies and self-, social- and global awareness which are key to teaching on diversity and intersectionality issues. The peer-review structure supports the uptake in PH education and a sustainable implementation. The collection will also allow PH faculty to diversify their pedagogical approaches. Key messages • Inclusion of health inequities, diversity and social injustice issues is crucial in public health curricula, since an intersectional perspective is increasingly acknowledged in public health research. • The syllabi collection will equip public health teachers of all career levels to develop their own course material on social identities and their significance for public health.

Overview of the state of the Ukrainian healthcare system since the start of the war

This publication is an analogue of the report on the review of the state of the health care system of Ukraine since the beginning of the war. This report was presented as a part of an international event—a special meeting on the topic “War in Ukraine and public health,” organized on May 22, 2022 by ASPHER (Association of Schools of Public Health in the European Region). The speech not only indicated the terrible consequences and the humanitarian crisis due to military aggression by Russia, but also partially considered multiple issues: 1) state of sanitary and epidemic wellbeing of Ukrainian citizens and threats to the health of the population during the war; 2) needs which can be met by organizations such as ASPHER to strengthen human resources for Ukraine in the field of public health; 3) steps which must be taken in the shortest possible time to strengthen the restoration of the Ukrainian healthcare system and ensure the proper state of sanitary and epidemic well-being of the population.

7.M. Round table: The role of European schools of public health in the 2020 COVID-19 response

Abstract With its repeated waves of infection and a high death toll in countries all over the world, the COVID-19 pandemic places the public health (PH) discipline at the centre of public attention. The pandemic threatens the health of individual citizens, higher-risk population groups and society as a whole. It threatens national and global economies. Thus, it is a crucial ethical requirement to activate all available resources of PH knowledge and skills, nationally as well as internationally, in response to the pandemic. Universities, Schools and Departments of Public Health (SPHs) hold important resources in terms of theoretical and practical competences. In order that PH professionals will have the competency profile necessary to deliver the Essential Public Health Operations (EPHOs) to combat health threats, including pandemics, the Association of Schools of Public Health in the European Region (ASPHER) has developed competency systems and lists for the PH workforce as well as for the academic knowledge and skills foundation of PH in its broadest sense. Consequently, the membership of ASPHER represents a substantial resource of PH knowledge and skills, enabling the SPHs to play a critical role also in the COVID-19 pandemic. To develop the knowledge and skills competency resource further, ASPHER however set up a COVID-19 Task Force to describe and analyse the many-sided dynamic challenges, which the pandemic presents to society and thus to the role of PH institutions and professionals. Under normal circumstances, the central roles of the SPHs are teaching and research and, to a more limited extent, health communication to the public and giving advice to society's decision-makers. The question is, however, whether and to what extent these crucial resources actually are activated across the walls of the schools during the present pandemic. To throw light on this, the Task Force performed a survey on the actual, concrete role of ASPHER's members in the pandemic during 2020. Half of the members (59 SPHs) completed the survey questionnaire. Among respondents, eight out ten had been involved in consultancy and giving advice to national, regional and/or local decision-makers. A similar proportion was involved both in COVID-19 related teaching and health communication to the public and in COVID-19 related research. Thus, the study demonstrated an outstanding potential to deliver crucial knowledge and skills to support the governance and the PH systems necessary to combat COVID-19 now and in the future. Accordingly, the main objective of the present panel discussion is to illustrate, how SPHs in four countries - France, Israel, Lithuania, Portugal - responded concretely to the COVID-19 pandemic through 2020, scrutinising the schools' interaction with national, regional and local decision-makers during the pandemic's development within the countries and across borders. Speakers/Panelists Laurent Chambaud École des Hautes Études en Santé Publique, Rennes, France Nadav Davidovitch Israeli Association of Public Health Physicians, Beer Sheva, Israel Ramune Kalediene Lithuanian University of Health Sciences, Kaunas, Lithuania Henrique Barros Faculdade de Medicina da Universidade do Porto, Porto, Portugal Key messages SPHs have got concrete potential to deliver crucial knowledge and skills to support both national governance and the public health systems necessary to combat COVID-19. The SPHs followed basic ethical rules and engaged in concrete anti-COVID-19 activities.

8.M. Round table: The Why, the How, and the Tensions in the response of European SPHs to the 2020 COVID-19 pandemic

With its repeated waves of infection and a high death toll in countries all over the world, the COVID-19 pandemic places the public health (PH) discipline at the centre of public attention. Thus, it is a crucial ethical requirement to activate all available resources of PH knowledge and skills, nationally as well as internationally, in response to the pandemic. Universities, Schools and Departments of Public Health (SPHs) hold important resources in terms of theoretical and practical competences. In order that PH professionals will have the necessary competences to deliver the Essential Public Health Operations (EPHOs) to combat health threats, e.g. pandemics, the Association of Schools of Public Health in the European Region (ASPHER) has developed competency systems and lists for the PH workforce as well as for the academic knowledge and skills foundation of PH in its broadest sense. The membership of ASPHER thus represents a substantial resource of PH knowledge and skills, enabling the SPHs to play a critical role also in the COVID-19 pandemic. To develop the knowledge and skills resources further, ASPHER however set up a COVID-19 Task Force to describe and analyse the many-sided dynamic challenges, which the pandemic presents to society and thus to the role of PH institutions and professionals. Under normal circumstances, the central roles of the SPHs are teaching and research and, to a more limited extent, health communication to the public and giving advice to society's decision makers. The question however is, whether and to what extent these crucial resources actually are activated across the walls of the schools during the present pandemic. To throw light on this, the Task Force performed a survey on the actual, concrete role of ASPHER's members in the pandemic during 2020. Half (59) of the member SPHs responded. Eight out ten had engaged in both COVID-19 related teaching and communication to the public, and in COVID-19 related research as well as giving advice to national, regional and local decision makers. The target groups of teaching were PH students as well as students within other health disciplines. Health communication to the public was performed by use of a series of classic and modern media techniques. Both planned and published anti-COVID-19 research was reported. A large variation of subthemes was considered and employed within each of the four main themes, so that all ten Essential Public Health Operation (EPHO) main categories were represented. Consultancy was practiced in various international, national and local contexts and with effect on decision making. The main objective of the present panel discussion is to show and discuss, how European SPHs responded concretely to the COVID-19 pandemic through 2020, as shown in all main parts of their activities. Examples will be contact tracing (Dublin SPH), testing (Olomouc SPH), vaccination (Milan SR-SPH), training (Granada SPH), and development of mathematical simulation models (Copenhagen SPH).Speakers/Panelists Mary Codd University College Dublin, Dublin, Ireland Alena Petráková Faculty of Medicine and Dentistry, Palacky University Olomouc, Olomouc, Czechia Carlo Signorelli University Vita-Salute San Raffaele, Milan, Italy Alberto Fernández Ajuria Escuela Andaluza de Salud Pública, Granada, Spain Theis Lange Department of Public Health, University of Copenhagen, Copenhagen, Denmark Key messages Thinking out of the box: SPHs adjusted quickly to the demand shaped by the pandemic.This counts for education/training, communication with the public, research, and providing consultancy/advice to national, regional and local society leaders.

5.M. Skills building seminar: How to integrate social identities in public health education – an intersectional approach

Abstract Members of minoritized population groups are exposed to higher burdens of morbidity and mortality and face barriers to accessing health care systems and other critical resources to achieve optimal health. Intersectional perspectives that emphasize the dimensions of social power and discrimination are just beginning to emerge in public health research. These perspectives contextualize longstanding patterns of health inequalities but are rarely translated into public health curriculum. Concepts like “cultural competence” or “diversity, equity and inclusion” do address the importance of awareness and respect for (cultural) diversity in (patient/client) populations. The research and teaching examples available are largely limited to a USA context, tend to consider specific identities, rather than intersectional characteristics, are not systematically integrated in public health curricula and are usually not rooted in a theoretical approach of teaching. It is imperative that Europe bridges the knowledge-to-teaching gap and begins introducing similar programs, while learning from the limitations of USA efforts. Two steps are needed to strengthen public health educational institutions and improve population health: first, to systematically incorporate an intersectional paradigm into public health curricula; and second, to provide faculty members in public health programs with transformative teaching skills. In this skills building seminar, we aim to 1) discuss the need for incorporating intersectionality into public health curricula in Europe; 2) provide an experiential learning opportunity on social identities and health; and 3) create a space for self-reflection. We first present the introductory course on social identities and their importance in public health (Wandschneider et al.) which has been developed in collaboration with the Association of Schools of Public Health in the European Region (ASPHER) (15 minutes). Secondly, we will have an interactive session to apply an exemplary teaching method (25 minutes). To conclude, we will moderate a discussion guided by the questions “What is needed to integrate such efforts more sustainably in public health teaching practices?” and “How do we address potential barriers?” (20 minutes). This workshop addresses persons who engage in teaching in undergraduate or graduate Public Health programs or provide training to public health and health care professionals. It also invites researchers to reflect on how to frame research on health inequalities. Key messages To address health inequities, we need to incorporate an intersectional paradigm into public health curricula and provide faculty members in public health programs with transformative teaching skills. A model teaching module that is open access could provide the necessary tools to meet this need.

The Role of European Schools and University Departments of Public Health in the 2020 COVID-19 Response, European Region, 2020.

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.

Features and contents of master programs in public health in Chile

In Chile, public health training grew both in enrollment and in the number of universities offering programs on the subject. To compare the academic characteristics and the contents of the master's programs in public health offered by Chilean universities. A search of all master's programs that include the word "public health " in their title was made, excluding those that did not declare current students in 2020. The academic characteristics and content of each program were compiled according to the information declared by each university. The contents were grouped according to the list of core competencies for the public health professional of the Association of Schools of Public Health in the European Region (ASPHER). Eleven programs were included, most of them are carried out in face-to-face modality. The academic load is expressed in Transferable Credit System credits (62-71), credits (87-125) or teaching hours (1252-2048). All programs declare to have a graduation activity, with a heterogeneous academic load. All programs have basic subjects in epidemiology and more than 60% include introductory topics in public health, research methodology, and health services management. No program declares demography or food safety as compulsory subjects. There is heterogeneity in the academic load and the contents between the programs. It is necessary to establish common criteria in the training of future public health professionals, at least in the compulsory subjects and the minimum academic load.

Climate Action at Public Health Schools in the European Region

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.

COVID-19 and the Use of Masks by Children. Statement From the Association of Schools of Public Health in the European Region and the European Academy of Paediatrics.

Despite the fact that the use of masks and respirators in adults has already reached a consensus in almost all countries and for situations in which they are recommended, this is not the case for the use of mask by children. This statement, regarding the usage of mask by children, has been jointly produced by the Association of Schools of Public Health in the European Region (ASPHER) and the European Academy of Paediatrics (EAP). It provides recommendations on the size of the mask, the material and ergonomics of children's masks. The authors also discuss the psychological dimension of children when they are asked to wear a mask. Moreover, they tackle the difficulties of children with disabilities.

The European Schools of Public Health: From theory to practice - two sides of a broken coin

Abstract Introduction Disease prevention and health promotion are closely related through the lifestyle concept and should be part of the postgraduate curriculum of every School of Public Health (SPH) in the European Region and beyond, especially concerning the modifiable behaviors of physical activity and healthy nutrition. Methods The Association of Schools of Public Health in the European Region (ASPHER) executed 2 surveys on the activities of its members between 2011 and 2015/16. A group of 48 SPH responded in both surveys. The performance of graduates was measured by a Likert scale of 1-5, applied to the 10 Essential Public Health Operations (EPHOs). Furthermore, we determined the delay in full implementation for the target year 2030. The target to offer both modules in 2030 has been set at 100% of all SPHs. Results For disease prevention as for health promotion, the 2nd Survey in 2015/16 shows slightly less positive results offering these two modules (72.9 vs. 77.1 and 81.3 v. 87.5%) as compared to the 1st Survey in 2011. The only exception is the use of social media which - as a method of teaching and training - increased for disease prevention from 20.8 to 37.5% of all SPH and for health promotion from 22.9 to 39.6%. Referring to the set target of 100% for running these two modules, considerable delays between 4 and 13.5 years accumulate for the target year 2030. Conclusions Except for the use of social media, progress towards 2030 is slow or even negative. Serious efforts have to be made by ASPHER to reverse this lack of progress.