Workforce Development Research Articles

Improving health outcomes in Cameroon through competency-based curricula and stakeholder engagement in accreditation

This review article explores the accreditation process for health personnel training in Cameroon, emphasizing its critical role in ensuring quality education and improving healthcare delivery. It begins with an overview of the current state of health education institutions and regulatory mechanisms, highlighting the need for robust national guidelines for accreditation. The review examines the importance of autonomous councils for each health specialty, emphasizing their role in establishing specialized standards, monitoring compliance, and promoting ethical values in training. It also discusses the historical context and evolution of accreditation, identifying past limitations and the necessity for updated standards. The strengths and challenges of the proposed guidelines are analyzed, focusing on their potential impact on the competence of health professionals. Comparative assessments with successful accreditation systems in other African nations, such as Nigeria and Ghana, provide valuable insights into best practices. The perspectives of various stakeholders, including government agencies, educational institutions, and healthcare providers, are examined. The article concludes with recommendations for enhancing accreditation processes, including capacity building and continuous stakeholder engagement, ultimately supporting the development of a competent healthcare workforce aligned with national health goals.

Mapping the Public Health and Health Promotion Capacity in Oman

Abstract Background An essential condition to enabling people to increase control over their health is to have sufficient capacity for public health (PH) and health promotion (HP). Despite the recognition of its importance, a comprehensive view of the PH and HP capacity in the sultanate of Oman is not yet available. This study provides a mapping of the country’s PH and HP capacity at national, governorate and district levels. Methods An online quantitative survey was performed amongst 70 health policy maker and experts in PH and HP using a questionnaire based on the PH capacity framework of Aluttis et al., yielding data on the country specific context with relevance for PH and 6 PH capacity domains, each divided in subdomains: leadership and governance; organizational structures, workforce, financial resources, partnerships, and knowledge development. Internal consistencies of the scales measuring the capacity subdomains ranged from .75 to .99. Results The survey revealed relatively low scores, representing partial development of capacities, for most of the public health capacity domains. The highest levels of capacity were observed for knowledge development (health information and monitoring systems, reporting systems and knowledge infrastructure), organizational structures (institutional capacity, program delivery structures, PH within health services, and response emergencies) and partnerships (formal consortia, informal partnerships and multisectoral coordination). In contrast, leadership and governance, workforce development, and financial resources score lower. Conclusions Mapping the strengths and weaknesses of PH and HP capacity in Oman allows to make recommendations for improving population health. Whereas all domains of PH and HP capacity are partially developed, there is a need to further improve capacity in all domains. Key messages • PH and HP capacities are partially developed in Oman. • Mapping the PH and HP capacity allows to identify strengths and weaknesses and make recommendations for improving public health.

Luton, a Marmot town – using a whole-system approach to tackle health equity

Abstract Issue Luton has high deprivation and health inequalities. We have a borough-wide vision that no one should live in poverty by 2040, and have become a health equity town - committed to Marmot policy objectives and recommendations across all we do. Description Luton is 70th most deprived local authority in England, with stark health inequalities. To deliver the 2040 ambition, 5 pillars have been established, including tackling health inequalities. Luton has become the first Marmot Town in the UK, working with the Institute of Health Equity to develop recommendations and actions relating to the Marmot Policy objectives. Cross-sector system partnership has been key -NHS, businesses, housing, voluntary sector, university. Year 1: we mapped the Marmot recommendations to existing workstreams; completed a mixed-methods evaluation to understand system views of the approach and establish our impact measures. We established steering groups: Children and young people; Housing; Employment and skills; Net zero, they continue to embed recommendations using logic models. We have an overarching strategic approach, alongside smaller scale programmes, to create a movement. Including: grant funding; regular newsletter; training; case studies repository and annual celebration event. Results We have established 15 impact measures across Marmot policy areas to review annually. Qualitative evaluation findings built into work plans include: improved governance and accountability; workforce development across the system; use of logic models; Learning from best practice; sharing knowledge and learning. Lessons The wider agenda of Luton 2040 has enabled health inequalities to be embedded into strategic discussions; improved evidence base and clear narrative to support priorities is helpful; clear focused recommendations helps move work forwards; shared understanding of how we will measure long term impact is vital, communicating to the system is key, and long-term ism challenging. Speakers/Panelists Lee Watson East of England Public Health Training Programme, Luton, UK Ramya Ravindrane East of England Public Health Training Programme, Luton, UK Chimeme Egbutah Luton Borough Council, Luton, UK Nasreen Ali University of Bedfordshire, Luton, UK

Transforming systems and improving lives - the social movement of compassion in Wales

Abstract Wales has embarked on a journey towards becoming an adverse childhood experiences (ACEs) and trauma-informed nation. In 2021 the Welsh government supported the co-creation and co-production of an all age, all of society framework: Trauma- Informed Wales: A Societal Approach to Understanding, Preventing and Supporting the Impacts of Trauma and Adversity (ACE Hub Wales et al 2021). This framework is not just an operating model, it has the ambition to be a social movement to embed and sustain a culture shift that is rooted in tackling the conditions of inequality in our communities and the work we do in organisations in the clinical and community settings that support, and employ, people who have experienced trauma and adversity in their lives. The starting point is that any of us can have these experiences. The trauma and ace informed toolkit sets out a process of readiness, self assessment, action planning and implementation across six domain areas which include governance and leadership, monitoring and evaluation, policy and practice. Resources and guidance are co-created and co-produced by partners already on the journey, developed and tested in environments to look at trauma-informed physical spaces, communications, workforce development, training and inclusion of marginalised voices. Supporting this work is a national community of practice, promoting good practice, sharing ideas and developing a culture of wisdom supported by reflective practice. This dynamic forum is supported by online and in person capacity and is transforming organisations and sectors including housing, education, substance misuse, criminal justice and health. It places people, compassion, kindness and empathy at the heart and is enabling traumatised systems to understand and meet the needs of the workforce and the people they serve. Key messages • Systems change is sustained by compassion, kindness and love in a social movement supported by the scaffolding of an operating model. • Public Health has a key role to play in co-developing social networks and resources to transform traumatised systems into trauma-informed places that improve lives and health outcomes.

A Good Practice for Learning with Public Health Professionals Globally: Humphrey Fellowship Program

Abstract Background International collaborations are valuable yet often undervalued assets that enhance the quality of public health education and bolster the development of the public health workforce. Objectives The Humphrey Fellowship Program, part of the Fulbright Exchange Program, facilitates mid-career professionals’ visits to US-based host universities for an academic year. Fellows engage in a semi-structured fellowship period to achieve self-defined goals, emphasizing professional development, expanded experience, and intercultural exchange. This study advocates for the program’s contribution to enhancing public health education. Results Currently, two universities host fellows in public health. Over decades, fellows have engaged with faculty and professionals, participated in classes and meetings, visited institutions for development purposes, and completed US-based affiliations, contributing significantly to their own and the public health workforce’s advancement. This interaction-based learning approach aids in navigating social and ethical challenges by fostering a deeper understanding of public and global health issues across countries. Conclusions The Humphrey Fellowship Program in public health stands as a commendable model. Similar initiatives could be beneficially replicated in the European region, leveraging local and global successes to strengthen ties with public health education institutions, student communities, and beyond. Key messages • Programs that facilitate international interactions can enhance public health professionals’ understanding of global perspectives. • The Humphrey Fellowship Program in the US stands as a commendable practice for mid-career public health professionals, contributing significant value to the education at host universities.

Large scale system transformation: Ukraine

Abstract In the context of the EU-Ukraine Accession agreement, Ukraine started large scale public health systems reform back in 2015. The COVID-19 pandemic tested the response capacity of the national public health system and led to some improvement during the pandemic such as on laboratory capacity. It also generated lessons for strengthening national and subnational health emergency preparedness and response. Multiple interventions, including a Joint External Evaluation led to the adoption of the Public Health System Law in 2022, laying the foundation to bolster health promotion, disease prevention, and health protection. The Ukrainian Public Health Centre was substantially strengthened, partly oriented on models in other European countries. Corresponding centers for diseases control and prevention at the oblast level were reformed and a subnational network of these centers was created. While the war has a significant impact on the public health system, infrastructure, people and more, decision makers and professionals keep working on sustaining and moving forward the achievements on public health reforms, for example with the adoption of the National Health Strategy 2030 and the adoption of the National Health Security Plan. Further legal and strategic preparations are afoot to strengthen public health services governance capacity, financing, institutional innovation and development, and public health workforce development.

Strengthening data management skills amongst public health professionals during the war in Ukraine

Abstract Background The current war in Ukraine has led to disturbances in public health surveillance and epidemiological data flow, which impacts timely decision-making at regional and national levels. The five-year USAID project “Public Health System Recovery and Resilience Activity” (PHS R&R) aims to strengthen the Public Health system of Ukraine, including through the training of specialists in data management and disease surveillance. Objectives An innovative mixed-method, multi-module course was piloted in January 2023 to provide epidemiologists and other public health professionals with up-to-date knowledge and practical skills in disease surveillance and data management. The course was designed based on a needs assessment study carried out across the regional Centres for Disease Control (CDCs) in 2022. Modules were delivered both in person and online to reach a wider audience. Results 1,540 public health specialists attended the first module on Excel skills, online. A further 26 completed a second module, covering disease surveillance methods, data management, and data flow across regions, in person. Over 85% of participants in the second module reported that it was highly relevant to their day-to-day work, especially practical sessions on data analysis and reporting. The second module is currently under revision based on participants’ feedback before being scaled up. A more advanced module on data management is being developed and aimed to launch at the end of 2024. Conclusions The course was timely and relevant for Ukrainian public health specialists in need of enhanced surveillance and data management skills to detect and respond to public health threats. Its innovative format allowed it to train a large cohort of specialists across a variety of essential public health functions despite the full-scale war. This experience would be relevant for any country aiming to strengthen its preparedness for potential public health emergencies, especially in fragile settings. Key messages • The comprehensive training course on epidemiological surveillance and data management will equip Ukrainian public health specialists with data-driven decision-making skills in the war context. • The described training approach would be relevant for the countries which seek sustainable workforce development solutions to strengthen public health systems in fragile settings.

Large Language Model Influence on Diagnostic Reasoning: A Randomized Clinical Trial.

Large language models (LLMs) have shown promise in their performance on both multiple-choice and open-ended medical reasoning examinations, but it remains unknown whether the use of such tools improves physician diagnostic reasoning. To assess the effect of an LLM on physicians' diagnostic reasoning compared with conventional resources. A single-blind randomized clinical trial was conducted from November 29 to December 29, 2023. Using remote video conferencing and in-person participation across multiple academic medical institutions, physicians with training in family medicine, internal medicine, or emergency medicine were recruited. Participants were randomized to either access the LLM in addition to conventional diagnostic resources or conventional resources only, stratified by career stage. Participants were allocated 60 minutes to review up to 6 clinical vignettes. The primary outcome was performance on a standardized rubric of diagnostic performance based on differential diagnosis accuracy, appropriateness of supporting and opposing factors, and next diagnostic evaluation steps, validated and graded via blinded expert consensus. Secondary outcomes included time spent per case (in seconds) and final diagnosis accuracy. All analyses followed the intention-to-treat principle. A secondary exploratory analysis evaluated the standalone performance of the LLM by comparing the primary outcomes between the LLM alone group and the conventional resource group. Fifty physicians (26 attendings, 24 residents; median years in practice, 3 [IQR, 2-8]) participated virtually as well as at 1 in-person site. The median diagnostic reasoning score per case was 76% (IQR, 66%-87%) for the LLM group and 74% (IQR, 63%-84%) for the conventional resources-only group, with an adjusted difference of 2 percentage points (95% CI, -4 to 8 percentage points; P = .60). The median time spent per case for the LLM group was 519 (IQR, 371-668) seconds, compared with 565 (IQR, 456-788) seconds for the conventional resources group, with a time difference of -82 (95% CI, -195 to 31; P = .20) seconds. The LLM alone scored 16 percentage points (95% CI, 2-30 percentage points; P = .03) higher than the conventional resources group. In this trial, the availability of an LLM to physicians as a diagnostic aid did not significantly improve clinical reasoning compared with conventional resources. The LLM alone demonstrated higher performance than both physician groups, indicating the need for technology and workforce development to realize the potential of physician-artificial intelligence collaboration in clinical practice. ClinicalTrials.gov Identifier: NCT06157944.

Study tours as strategy in building multi-level public health system transformation in Ukraine (UA)

Abstract With 14 million Ukrainians in need of psychological aid (UNDP) and a strained health system, UA urgently requires mental health and psychological support services (MHPSS). As a TA partner on the USAID funded Public Health System Recovery and Resilience project in UA, the Philadelphia (PHL) team supports capacity building for population-based MHPSS at the community level with a study tour strategy. Such approaches apply to other countries interested in remodeling public health systems. The strategy aims to advance community based MHPSS through in person tours in PHL with remote follow up to stimulate vision, exchange ideas and accelerate action among governmental, community, and academic partners. The study tours presented overviews on health policy, system development, program services delivered to children and adults, community interventions, and workforce development of professionals and paraprofessionals. All included the foundational principles of trauma-informed practice. The June 2023 tour hosted 11 decision makers and regional officials who embraced the vision for system development and endorsed further engagement. The December 2023 tour hosted 13 practitioners and coordinators of health and social services to observe community programs. Results include development of PHL NGOs and UA social service hub partnerships to implement train the trainer programs for peers/people with lived experience and for mural arts programs to promote community engagement and empowerment. The September 2024 tour involves university partners from nursing, social work and psychology and PHL counterparts to strengthen curricula to include mental health competencies, support faculty development with potential for collaborative research and student exchange, and design post-graduate continuing education courses for upskilling the incumbent workforce. Study tours and direct exchange are an effective strategy for capacity building for MHPSS in Ukraine to address population health needs. Key messages • The sequenced study tour strategy affects distinct levels of change makers in UA. The results are governmental buy-in, partnerships for programmatic development, and academic advancement. • The study tour model promotes systematic change and offers solutions to MHPSS workforce shortages through information exchange, relationship building, and capacity development.

Better together: a program to increase the public health corps in the southeast United States

Abstract Background This undergraduate public health program implemented in the southeastern United States addresses the need for an expanded public health corps to fill health service gaps underscored by the Covid-19 pandemic, including a shortage of personnel with the skill to function on emergency frontlines; workforce development resources; and socially just healthcare programs to support under-resourced areas. Objectives To enhance student knowledge of public health and increase volunteers available for emergency and public health response within local, state, and global communities. After program participation, how confident did participants feel that they could know what to do in the case of an emergency? After program participation, how knowledgeable did participants feel that they would know what to do to protect others in the case of an emergency? After program participation, how aware were participants about the issue of public health response and preparedness? Results 216 students were recruited at a university in the southeastern United States, and 75% completed 30 hours of modules, immersion activities and skill-based trainings. Almost all (91%) were pre-nursing/nursing or public health majors. The majority of participants (90%) indicated a level of agreement with the statement, “I am confident that I know what to do in the case of an emergency” and 93% indicated a level of agreement with the statement, “I would know what to do to protect others in the case of an emergency”. Almost all participants (96%) indicated a level of agreement with the statement, “My awareness of public health response and preparedness has increased due to participation in the project”. Qualitative results mirrored a similar strong level of support for the program. Conclusions Students who complete appropriate training play an essential role in pandemic management and the broad training the medical workforce receives can also be applied to diverse disaster scenarios. Key messages • The goal of the project was to enhance undergraduate student knowledge of public health. • The secondary goal of the project was to increase the number of students available to volunteer for emergency and public health response in local, state, and global communities.

Mental health support for healthcare workers: what is it about governance and policy implementation

Abstract Background We adopt a health system and governance perspective to address the mental health needs of healthcare workers, considering the nature of interventions and the levels and actors involved in governance. The aim is to move the debate forward by identifying governance gaps hampering the implementation of health workforce policies and exploring strategies to effectively increase mental health support. Methods A qualitative comparative methodology is applied based on a case study design utilising a multi-level intersectoral governance matrix. The assessment matrix comprises four key categories: health policy and data, social policy and psycho-social conditions, organisation of work, and job and professional conditions. We conducted a rapid assessment of healthcare workforce developments in the European context, drawing on secondary sources and country experts. The country sample comprises Germany, Portugal, Romania, Switzerland and the United Kingdom. Results Awareness of mental health threats among healthcare workers increased, but policy discourse is driven by service delivery and labour market demands. The attention to healthcare workers’ needs is stronger on the international level especially supported by WHO action, and weakest at national/regional levels. Although organisations and professions demonstrate varying degrees of activity, their efforts are scattered and lack sustainability. Similar challenges were identified across healthcare systems, including limited action, disconnected actors, missing coordination, and a lack of attention to governance gaps and system weaknesses. Conclusions There are similar problems across countries. Mental health policy is driven by labour market needs and ignores research evidence and the individual needs. Successful mental health policy implementation needs multi-level governance and coherent coordination mechanisms, and generally greater attention to the ‘human side’ of the healthcare workforce. Speakers/Panelists Sara Alidina Central Administration of the Health System, Lisbon, Portugal Tomas Zapata WHO/Europe, Copenhagen, Denmark

Five key actions for redesigning adult skills assessments from learners, employees, and educators

AbstractSummative assessments provide data to evaluate the effectiveness of schools, teachers, and educational policies, contributing to a robust accountability system worldwide. However, educators and scholars argue that summative assessments do not effectively promote ongoing learning, enhance teaching practices, or align with the skills required in the workplace. Furthermore, traditional summative testing approaches lack culturally responsive practices and overlook the diverse needs of adult learners. This article summarizes research conducted through focus groups, interviews, and listening sessions to gain insight into learners’, employees’, and educators’ perceptions of assessment needs in adult education and workforce development in the United States. We conducted six focus groups, four interviews with diverse learners and employees, and two listening sessions with educators and administrators. In-person and online formats were used in Spanish and English. The results indicate that the backgrounds and needs of learners, employees, and educators in this study are diverse, but all agree there is a strong need for open assessment resources for mid- and lower-skilled and culturally diverse learners that provide them with useful information to help them achieve their personal and occupational goals. Educators in this study needed assessment information connected to the standards and curriculum that guide their instruction, and employees and their employers needed tools to identify and train adult learners for in-demand skills within industries and occupations. Assessing adult skills requires addressing these needs by designing tests that focus on learners’ characteristics and goals and are integrated with educators’ and employers’ needs and goals. The research findings suggest that assessments should be personalized to learners, integrated with instruction or job training, and embrace the cultural diversity of the adult learner population better to serve learners, employees, and educators.

What they live for: Adaptive strategies of Virginia’s small-scale commercial fishermen in a changing industry

Small-scale commercial fishing communities around the world are facing a number of social, ecological, and economic challenges that are likely to persist or increase in prevalence with ongoing environmental changes and competing uses of marine resources. This research uses semi-structured interviews to assess the impacts of varying economic, ecological and social changes on individual decision-making and resilience in Virginia’s small-scale commercial fishing industry. Similar to nationwide trends, Virginia’s small-scale commercial fishing industry has shifted in response to changes in management, species abundance, and participation with impacts on social identities and cultural norms, job satisfaction, resource dependence, and the future of the commercial fishing industry. As a means of coping with the inherent volatility of commercial fishing, fishermen have implemented adaptation strategies, including diversification within and outside of commercial fishing, that enable continued participation in the commercial fishing industry. Interviews reveal that Virginia’s small-scale commercial fisheries are deeply embedded within the social identities of fishermen and fishing communities in the state. Therefore, it is valuable to managers and researchers to consider the economic and societal consequences associated with declines in small-scale commercial fisheries and more importantly, to understand why these declines are occurring. Managers can expand on these results to create workforce development strategies that ensure the long-term sustainability of Virginia’s commercial fishing industry and preserve the commercial fishing livelihood for the future.

The Evolution and Importance of Student-Centred Assessment in Modern Education

This paper is based on the concept of examining the development and significance of the kinds of assessments that focus on students in present-day learning environments. This work examines the historical context of educational assessment from the oral tradition of the ancients to present-day standardized testing and reflects on the emergence of student-centred paradigms. The discussion also covers the advantages of these techniques, which incorporate higher participation, enhanced learning, and preparation for pragmatic problems, together with the issues encountered in the implementation of these techniques. The paper describes real-life examples of successful use across various learning contexts and looks at potential future developments, including AI-facilitated assessments and virtual environments as learning simulations. If these questions are touched on, it is possible to ask questions about ethics and policy consequences: equity, protection of privacy, and adherence to educational norms. This paper examines how student-centred assessment has applied a solution to several restraining factors of global education, including workforce development and the promotion of global citizenship. The conclusion re-emphasizes the capacity and potential of assessment for improving efficiency, fairness, and the learning experience when learning is placed at the centre. Therefore, this paper confirms that practitioners, educators, policymakers, and researchers should come together to enhance the definition and implementation of these practices in their rightful places, recognizing their importance in preparing students for the challenges of the 21st century.

The interdisciplinary training academy for integrated substance/opioid use disorder prevention and health care: A qualitative look at a new remote field education model.

The opioid syndemic presents a critical need for effective interprofessional training in health care, especially in behavioral health disciplines. Addressing this need, the Interdisciplinary Training Academy for Integrated Substance/Opioid Use Disorder Prevention and Health care (ITA) was developed to provide adaptable educational experiences for emerging behavioral health professionals. This study, reflecting years 2020-2023, explored the experiences and perspectives of ITA fellows regarding interprofessional collaboration and opioid workforce development, focusing on how these elements are integrated. After conducting focus groups, we employed applied thematic analysis to qualitatively analyze the experiences of ITA fellows (11 women and six men; 41% Hispanic/Latino and 59% White; 14 Master of Social Work students and three psychology postdoctoral fellows). This method allowed for a detailed exploration of their perceptions and the nuances of their learning process within the context of opioid workforce development. The findings indicated that fellows' learning processes were adaptive, evolving over time to meet their changing needs. Initially, fellows faced challenges related to role clarity and process understanding. However, they reported significant professional growth as the program progressed, highlighting the effectiveness of the ITA's interprofessional approach in a remote learning setting. The study emphasizes the need for ongoing research to identify and overcome barriers to effective interprofessional collaboration. The results contribute insights into the role of remote field education in preparing future health care professionals to address complex health crises effectively. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Regulation of health professions education and the growth of schools in Somalia.

Health professions education, encompassing training programs for medicine and surgery, nursing, midwifery, medical laboratory sciences,, and public health, along with their regulations, are pivotal to achieving universal health coverage and Sustainable Development Goals, contributing significantly to health outcomes and public trust in the healthcare workforce. However, low- and middle-income countries, especially in sub-Saharan Africa, face challenges, such as inadequate resources, outdated curricula, and weak governance. Somalia in particular grapples with a fragmented health system and a critical shortage of skilled health professionals, exacerbated by decades of civil war and political instability. This study employed a mixed-method approach that incorporated both qualitative and quantitative data collection and analysis. A comprehensive literature review was conducted along with semi-structured interviews with 44 key informants, including representatives from professional health schools and officials from the Ministry of Health. Additionally, five focus group discussions were held with young professionals and an online survey was administered to students enrolled in professional health courses. The data analysis employed descriptive for quantitative data, and thematic analysis for qualitative data, guided by the human resources for health (HRH) maturity model framework. This study identified 112 health professions schools across Somalia, with a significant concentration in urban areas, particularly in Benadir. The health workforce analysis revealed a pronounced urban-rural disparity and a density of health professionals below the WHO's recommended threshold. The focus group discussions and surveys highlighted the employment challenges faced by young physicians and students' perceptions of their training and future employment opportunities. The proliferation of health professions schools without adequate quality control, the critical shortage and maldistribution of skilled health professionals, and the absence of a comprehensive regulatory framework are significant challenges facing Somalia's healthcare system. The establishment of the National Health Professionals' Council (NHPC) Act in 2020 marks a step towards addressing these issues. This study emphasizes the need for accreditation of health professions schools, capacity building of HRH teams, and collaboration among stakeholders to improve healthcare workforce development and regulation. Addressing urban-rural disparities and combating professional misconduct are also crucial for achieving universal health coverage and improving health outcomes in Somalia.

Pengaruh Perencanaan Sumber Daya Manusia Terhadap Kinerja Karyawan Ritel

This study examines the relationship between human resource planning and employee performance in the retail sector. It focuses on how effective human resource strategies, such as workforce planning, recruitment, training, and development, impact the productivity, efficiency, and overall performance of retail employees. The study aimed to assess the effect of human resource planning on employee performance in the retail sector. Data collection was based on field observations and the distribution of questionnaires. Data analysis was performed using simple linear regression processed with SPSS, resulting in the equation Y=28.41+0.26X. The findings demonstrate that human resource planning has a positive and significant effect on employee performance. The hypothesis was accepted as the calculated t-value was greater than the t-table value (2.554 > 1.988).

AI types and organizational implications in various task contexts: a quantitative review from China

ABSTRACT This research delves into the nature of artificial intelligence (AI) and its influence on employees. We review existing definitions and applications of AI, categorizing it into three types: embodied robots, generative AI, and predictive AI. By systematically analysing the frequency of various application scenarios, study levels, and subjects, we identify prevalent trends and gaps in current AI research and explore the impact of AI on employees across different scenarios. The study highlights the significant potential of AI to propel workforce development and foster innovation within China’s dynamic economy, calling for more comprehensive research on AI applications across various industries.

Leadership in federally qualified health centers: examining recruitment and retention in rural Oklahoma.

Healthcare workforce shortages, particularly in rural areas, present a global challenge. The purpose of this study is to explore the leadership dynamics within federally qualified health centers (FQHC) in rural Oklahoma, focusing on recruitment, retention, job satisfaction and development practices. Eighteen managers with five or more years of tenure from Oklahoma FQHCs were interviewed. Leadership's role in influencing job satisfaction, recruitment, retention and development practices was analyzed using a multilevel ecological framework through qualitative content analysis with NVivo. The analysis includes ten key themes including the critical role of leadership in addressing recruitment and retention challenges, the importance of aligning organizational culture, rural culture, access challenges, trainings and values with workforce development initiatives, and the impact of leadership practices on job satisfaction. This study uniquely examines leadership strategies in rural FQHCs, integrating ecological considerations for cultural, logistical and community-specific factors. It emphasizes the pivotal role leadership plays in shaping workforce development. As rural healthcare evolves, refining these approaches is crucial for addressing workforce challenges, improving healthcare access and ensuring that rural FQHCs remain sustainable, driving positive outcomes for healthcare professionals and communities.

Nuclear Reactor Safety Training and Workforce Development Program (DOE)

Nuclear Reactor Safety Training and Workforce Development Program (DOE)