Future Public Health Professionals Research Articles

Enhancing Interprofessional Skills with SKY Campus: A Pilot Study on Mental Well-being at UCD

Abstract Background Public health professionals and students face increasing mental health challenges. Sudarshan Kriya Yoga (SKY), known for its mental health benefits such as stress reduction and improved emotional regulation, offers a promising strategy for enhancing well-being in public health education. Objectives To evaluate the immediate effects of a three-day participatory SKY workshop on mental well-being of Master of Public Health students at University College Dublin, Ireland. Methods A non-randomized, controlled pilot study will involve MPH students at UCD. Participants, aged 18 and above, enrolled in the MPH programme, will provide informed consent to attend a three-day SKY workshop in September 2024. The workshop, delivered by certified trainers, includes three sessions of three hours each. Standardised and validated Patient-Reported Outcome Measures (PROMs) such as the Perceived Stress Scale (PSS-10) and WHO-Five Well-being Index (WHO-5) will be used to assess perceived stress and mental wellbeing at baseline and immediately after the workshop. Results Based on previous literature, it is hypothesized that participants will show a significant reduction in perceived stress and improvement in mental wellbeing scores. Data will be analysed using descriptive statistics and Wilcoxon signed-rank tests to evaluate changes in PROM scores. Conclusions This pilot study aims to provide preliminary evidence on the effectiveness of SKY in improving mental wellbeing among public health students. Successful outcomes could support integrating SKY into the public health curriculum, promoting its adoption across other institutions, and enhancing the professional skills development of future public health professionals. This component is proposed in the ASPHER core curriculum programme for public health as an important cross curricular subject area Key messages • Integrating SKY Campus workshops into public health education enhances interprofessional skills and mental well-being, offering a holistic approach to professional development in global health. • This study uses standard PROMs to assess the SKY workshop’s impact, aiming for significant improvements in stress and mental well-being to shape global public health curricula.

How to Advance Legal Education for Future Public Health Professionals.

How to Advance Legal Education for Future Public Health Professionals.

Public health practice and artificial intelligence: views of future professionals

Abstract Background Globally, artificial intelligence (AI) is expanding in healthcare and public health and AI education for students in these fields will be essential. It is therefore important that future public health professionals are aware of opportunities and challenges linked to AI. Aim The aim of the study was to assess the perceptions and attitudes regarding AI among one such group of future public health professionals – Postgraduate Diploma in Public Health students – in South Africa. Methods An online survey was sent to students enrolled for the Postgraduate Diploma in Public Health programme from 13 June 2022 to 17 June 2022. Results Six hundred and eighteen respondents completed an online survey (81.5% response rate). Generally, respondents thought AI would be capable of performing various tasks that did not provide direct care to individuals. Most (69%) agreed that introduction of AI could reduce job availability in public health fields. Respondents agreed that AI in public health could raise ethical (84%), social (77%) and health equity (77%) challenges. Relatively few respondents (52%) thought they were being adequately trained to work alongside AI tools, and the majority (76%) felt training of AI competencies should begin at an undergraduate level. Conclusion Respondents expect AI to eventually carry out specific functions in public health and had reservations that AI may cause ethical challenges and increase unemployment in the country. Further exploration is needed regarding the perceptions about AI and its integration into the health system and the implications for undergraduate and postgraduate curricula.

Assessing the impact of a 6-year health sciences enrichment program for underrepresented minority youth on healthcare workforce diversity, career path, and public health.

Improving the quality of care for a diverse population requires a diverse healthcare workforce which necessitates high educational attainment among underrepresented communities. Programs aimed to address healthcare workforce diversity gaps also serve as a public health intervention by offering avenues to improve the health of local communities by providing students with the knowledge and skills to promote healthy behaviors, foster scientific literacy, and inspire future public health professionals - who in turn serve their local communities to advance health outcomes. We interviewed alumni of the New York Presbyterian Hospital Lang Youth Medical Program (LYMP), a high school health sciences mentoring and enrichment program for underrepresented minority youth in Upper Manhattan, from graduating classes between 2012 and 2021 to explore their perspectives on what aspects of the program had the most impact on their academic and career paths. This is a qualitative study using in-depth, semi-structured individual interviews. All interviews were analyzed using the constant comparative method for developing grounded theory, following a convenience sampling method. 106 codes were organized into 24 themes, which were further arranged into 4 topic areas: demonstrated program success, intangible program drivers, improvement opportunities, and barriers to program participation. Topic areas captured participants' perspectives on how the program is designed to foster an environment of personal, academic, and professional development; ways aspects of the program organically worked together to provide unanticipated positive facilitators; opportunities for program improvements, and external factors that influenced decision-making. Through this study, we found that the LYMP had a positive influence in helping participants set and achieve personal, academic, and professional goals. Alumni reported activities and experiences offered by the program that foster key youth development constructs linked to healthier and more resilient communities. Importantly, the vast majority of participants described how the synergism between program features, staff support, family involvement, and professional development and networking created an environment of achievement that went beyond the scope of the program design. Findings from this study offer a blueprint for other organizations to craft a similarly successful enrichment program that improves health outcomes, reduces health disparities, and promotes overall population health.

Action learning and public health pedagogy: Student reflections from an experiential public health course.

Applied practice experiences are essential components of the Masters of Public Health (MPH) curriculum. The objective of this study was to examine students' perspectives on the skills and expertise they developed in an MPH course offering applied practice opportunities. Of 236 students who took the course from 2008 to 2018, email addresses were obtained for 212 and 104 completed the consent form. Following consent, reflection essays were de-identified and analyzed using a rapid qualitative analysis approach. The essays addressed students' learning experiences and application of the competencies for MPH programs set by the Council for Education in Public Health (CEPH). Deductive and inductive analytical lenses were used to identify the key lessons learned by each cohort of students. Semi-structured guides and matrixes for essay analysis were created using assignment instructions and CEPH competencies. Although the reflection paper assignment varied across the years, commonalities were observed in the student reflections. Key themes included turning theory into practice, navigating the complex environment of public health practice, skill building, critical self-reflection, challenges encountered, and elements that facilitated project success. Students reported developing practical skills, such as planning for independent research (e.g., preparing for institutional review board (IRB) submission, consulting with faculty and other experts), identifying realistic approaches for data extraction during chart reviews and analyses of electronic medical records, and disseminating findings for diverse stakeholders and audiences. Students also reported strengthening cross-cutting skills such as communication, teamwork, and problem-solving that were useful for navigating power dynamics and balancing competing interests and expectations. Students explored their identity as public health professionals as they navigated the dynamics of public health practice. The applied practice experience served as a valuable tool for knowledge and skills acquisition. Moreover, it served as an opportunity for students to engage with the unique organizational cultures of their respective community partners and to deepen their understanding the complexities of conducting meaningful community-engaged research. This study demonstrates the utility of analyzing students' critical self-reflections as a tool for exploring learning experiences when training future public health professionals. The findings can help educators design future applied practice experiences.

Extended reality as a means to enhance public health education.

Technology has transformed the classroom and learning environments. From electronic whiteboards to tablet computers, educators now have access to a multitude of tools that enhance the learning experience. Educational technologies that rely on extended reality (XR) such as augmented and virtual reality are being used, or suggested for use, in various settings and often focus on technical fields such as medicine, dentistry, and aviation. Here, we propose that XR can be used in public health education to better prepare both undergraduate and graduate trainees for real world, complex public health scenarios that require public engagement, investigative skills, and critical decision making. Several opportunities for XR use are outlined that provide perspective on how XR can supplement traditional classroom instruction methods by providing an immersive, participatory training environment. XR offers an opportunity for public health students to gain confidence, have repeated simulated exposures in a safe and equitable environment, and build competency in critical functions they will likely perform as future public health professionals.

Evidence-based development of new qualification models for public health practice and science

Abstract The Public Health Service (PHS) needs a sufficient and well-trained workforce to fulfill core public health activities. Given the multitude of complex challenges, from often short-term crisis management to long-term health promotion, a better integration of science and practice in the PHS is essential. In Germany, there is a lack of systematically established cooperations and integrated training concepts. However, both are essential to ensure continuous knowledge transfer between science and practice. In the EvidenzÖGD study, representatives from practice, teaching and science jointly develop and pilot new qualification models to qualify public health professionals for work at the interface of practice and science. Based on a systematic analysis of existing collaborations and qualification models, 23 expert interviews were conducted to identify qualification approaches that will enable future public health professionals to work at the interface between science and practice. In a stakeholder workshop planned for July 2022, a multistage decision-making process based on strategic orientation mapping will be conducted to prioritize the identified approaches and generate ideas for new qualification models. In total 17 papers were analyzed and inductively coded according to three main categories. In addition to (1) context-related aspects, such as credentialing, recruitment strategies and resources, also (2) content-related aspects, such as training forms and didactical concepts were extracted. Furthermore, criteria relevant for the further development and continuation of the models (3) could be identified. By strengthening the scientific nature of practice in PHS and anchoring PHS-relevant topics in academia, the EvidenzÖGD project contributes to a sustainable strengthening of evidence-informed approaches in PHS practice. The evidence-informed, participatory development of a tailored qualification model is intended to promote the pilot of the model, which is due in 2023. Key messages • Integrated qualification models support the strengthening of evidence-based approaches in the public health service (ÖGD) and promote the integration of ÖGD-relevant issues in science. • Participatory approaches with explicit consideration of the perspective of young health professionals ensures that new qualification approaches meet the needs and requirements of future generations.

Education of Future Public Health Professionals Through Integrated Workshops

An important feature of public health education is integrating and synthesizing complex concepts across a variety of disciplines. Novel and effective approaches are required to successfully integrate learning and knowledge across Master of Public Health (MPH) programs. The MPH program at Western University uses Integrated Workshops (IWs) as a unique approach to integrating learning and knowledge. Occurring three times over the course of the 1-year program, these workshops provide an opportunity to reflect on past learning and integrate interdisciplinary knowledge from across courses to solve a complex public health problem. IWs are designed for learners to explore the intricacies of a problem by synthesizing their current knowledge along with new information delivered from experts and stakeholders. Learners pull information from across subjects and seek out new information (as needed) to problem-solve under time constraints—basic information is provided 12 hours in advance and new information is added during the workshop, in real-time. Learners develop key public health skills in critical thinking and decision making with incomplete data. Integrated workshops are an effective approach to training the next generation of public health leaders to handle the intricate problems at the heart of public health today.

An Ounce of Prevention: Reducing Ageism Through the Lens of Public Health

Ageism is pervasive. The negative consequences of ageism are vast, and the literature on the effects of ageism on health and health care is extensive. The perpetrators of ageism are equally vast. While it may be tempting to believe that those who go into the fields of gerontology and geriatrics are free from these attitudes and behaviors, this is untrue. It is reasonable to suspect that future public health professionals, even those interested in gerontology, may also carry ageist ideas and practices into their professional careers. This research was developed to determine whether teaching about aging and ageism in a public health course could reduce ageism among students. Participants were students in a class on aging and public health. All students were graduate students in a Master of Public Health (MPH) program. Multiple assessments were used to assess ageism including the Framboni Scale of Ageism (FSA), a validated 29-question measure used to assess ageism, and the Succession, Identity, and Consumption (SIC) scale, another scale assessing ageism. Students were enrolled in an elective course on aging and public health, which was taught through the public health lens of disease prevention and health promotion. Health topics related to aging are discussed with an emphasis on prevention. The contributions older adults make, and the resulting improved health and well-being of self, others, and community are promoted. And the class participates in activities with a variety of community-dwelling older adults. Results show that ageism among students is reduced after the semester long course.

4.M. Round table: Preparing the climate and health workforce in Europe

Abstract Climate change is the biggest threat to public health. Any increase in global warming leads to negative impacts on human health and well-being. Due to the complexity of climate change, it is essential that future generations of public health professionals have the knowledge to address the uncertainties faced currently. Yet, schools and institutes in public health are taking insufficient action in preparing the current and future public health workforce. This workshop focuses on climate and health education inside and outside the public health field. Research from Krasna et al. (2020) shows that public health employees need professionals with the knowledge and skills set in climate and health. There has been a clear trend in which job postings for public health professionals are increasingly mentioning “climate change” or “global warming”. Orhan et al. (2021) showed that most of their surveyed European public health schools are taking climate action and have some climate-health offerings, albeit ad hoc: a systematic, collaborative approach is missing in most schools. Universities have a key function in leading change in society and have a social responsibility. All public health professionals need to understand the basics, be able to communicate knowledgeably, and form partnerships and alliances in multidisciplinary settings with experts in these areas. Therefore, interprofessional, interdisciplinary, and transformational educational activities, which require that not only problem-solving skills but also system thinking, change and implementation strategies should be included in modern curricula addressing climate change. At the same time, future public health professionals are current younger generations: climate and health education should be implemented from an early age on, so it leads towards a more sustainable future. This workshop aims to: Set the need for climate and health in public health Explore current public health workforce needs and developments in climate and health Explore what action schools inside and outside public health can take This workshop consists of an interactive panel with four panellists. The audience will be actively engaged in the debate, by opening the floor to questions and comments. The workshop will end with identifying how the public health field can move forward to ensure that current and future generations have the proper education in climate and health. There is still a need for long-term investment, far ahead of the 2030 target of the European Union. For this target to be delivered, all constituent elements of European life will need to play their part. Due to the wide experiences of the audience, we expect that the exchanges will be fruitful for all present and will allow everyone, in their context, to further contribute to climate and health in the context of the public health workforce or broader education. Speakers/Panelists Marija Jevtic University of Novi Sad, Faculty of Medicine, Novi Sad, Serbia Heather Krasna Columbia University School of Public Health, New York, USA Nataša Vrapčević EU Climate Pact Ambassador of Serbia, Novi Sad, Serbia Rana Orhan ASPHER, Brussels, Belgium Key messages Climate and health has to be included in education to improve collective understanding and allow proper mitigation and adaptation policies to be developed and implemented. Academic institutions should be forward-thinking and use their influence to be leaders in the area of climate change and its intersection with public health.

An introductory course on social identities and their importance in public health

Abstract Background Social identities - e.g., sex/gender, ethnicity, ability, sexual orientation - and their intersections shape health inequalities in societies. Yet, a systematic, critical integration into public health curricula is lacking, especially in the European region. To address this gap, we developed a curriculum on social identities and their importance in public health in collaboration with ASPHER. Objectives The curriculum enables students to identify mechanisms of privilege and oppression related to social identities, and to learn how to determine biases within public health structures (and oneself). Moreover, it equips them with tools and skills to address and change biases in their practices to ultimately reduce health inequities. Results We conceptualized the curriculum in an iterative and participatory process in a group of students, young professionals and senior researchers from different countries in Western Europe and North America. The curriculum covers three core elements: 1) the introduction of concepts and terminology on diversity, equity and social identities in relation to health inequalities, 2) the reflection on the role of public health professionals and their responsibility within this system; and 3) spotlights on specific social identities, e.g., sex/gender or social class. In addition, it provides guidance on teaching methods to empower a broad range of public health professionals to engage with the course materials more easily. Conclusions The curriculum has the potential to strengthen the capacities of future public health professionals to acknowledge the relevance of social identities and how to respond effectively to contribute to health equity. After piloting and revisions, the course will be made available on an open access platform.

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.

ЩОДО ПИТАННЯ ПЕРЕВІРКИ ДІЄВОСТІ ЗАСТОСУВАННЯ МІЖДИСЦИПЛІНАРНОГО ПІДХОДУ ПІД ЧАС ПІДГОТОВКИ МАГІСТРІВ ГРОМАДСЬКОГО ЗДОРОВ’Я

The expediency of conducting research and experimental work at the stage of identifying opportunities to improve the educational process in training future public health professionals on the basis of interdisciplinary integration is substantiated. The article is devoted to the role of experimental pedagogical research as a means of testing the effectiveness of interdisciplinary integration in the training of future public health professionals. It is generalized that the issue of professional training of future specialists in the specialty «Public Health» in the pedagogical literature is considered as a component of professional self-determination and professional development in the context of the study of professional self-awareness. It is proved that the interdisciplinary integration in the training of future public health professionals is an integrated component that combines individual and personal features (awareness of the choice of profession, completeness and strength of knowledge in the chosen profession, the formation of professionally significant and empathetic qualities). It is socially oriented and oriented at building relationships and positioning oneself in the team, develops the ability to make decisions independently and take responsibility as well as personality characteristics; it implies the presence of strong beliefs in the values of the profession of public health specialist for the design of their own subjective deontological position in the work connected with their specialty. It is substantiated that the professional training of future medical professionals on the basis of interdisciplinary integration involves creating conditions for identifying personal and social experience of students with the profession and the professional community, is a process of mastering normative professional requirements that allow them to adequately perceive medical reality, as well as to develop professionally expedient strategies and tactics, tasks and plans of professional activity, to consciously regulate one’s own behavior within the established professional and normative imperatives. It was found that the professional training of future public health professionals on the basis of interdisciplinary integration is characterized by the presence of future professionals with a set of knowledge that reflects the substantive essence of intellectual, ideological and moral values; the ability to predict and design the process of professional activity taking into account its specifics in interaction with colleagues and patients and is determined by the content of professional medical ethics and deontology, ethical and moral imperatives and professional and ethical ideals and values of public health. The peculiarities of the formation of professional training of future public health specialists on the basis of interdisciplinary integration are studied.

A call for mandatory planetary health education in public health and health services research programs

The effects of global climate and environmental change endanger health, health systems, and public health infrastructure. As future public health and health services professionals, researchers, and clinicians, we will be tasked with protecting and promoting the health of communities in the face of these realities. However, there is limited integration of the environment-health nexus into the curricula of public health and health services research programs. Planetary health, an integrative paradigm linking the complex dynamics between the health of people to the natural systems on which we depend, offers an inroad to equipping emerging health system leaders with the skills and knowledge to protect people and the planet. We call on our institutions to follow other health disciplines, such as medicine, and embed planetary health and environmentally sustainable healthcare practices into core educational offerings.

What 2020 Taught Us about the Politics and Teaching of Public Health.

The COVID-19 pandemic has illuminated the critical need to make greater investments in public health and build the capacity of the public health workforce. Among the professional competencies needed to address the ongoing morbidity and mortality associated with COVID-19, as well as other current and future public health challenges, is the ability to effectively engage in the political process. While we acknowledge that public health institutions and workers are under-resourced and are grateful for their tireless efforts to control the pandemic, we argue that their efforts have been severely hampered by a notable absence from politics. We argue that our ability to protect and promote public health has been further challenged by divisive political rhetoric from the former presidential administration, which has amplified a culture of self-interest and individualism. Such values are counter to public health and threaten our ability to address the disproportionate impacts of COVID-19 on low-income communities and communities of color, along with the myriad of health inequities experienced by marginalized communities in the US. We assert that public health professionals must be better equipped and supported in their efforts to challenge powerful majorities that have generated such unhealthy and unequal social and environmental conditions. Policy change related to social determinants of health should be an integral component of our intervention strategies and political advocacy should be considered a core competency for training future public health professionals. The field needs professionals comfortable and adept at working within the political sphere; students are eager for skills that allow them to translate their passion for social justice in health; and the persistent and pervasive health inequities experienced by marginalized communities demand such action.

Indian Public Health Students' Perspectives on Global Health Education.

Global health discipline is of increasing interest for educators and students in public health across the world. Public health education is recently gaining momentum in India, but global health is still at an embryonic stage. Value of students as stakeholders in curriculum development is increasingly recognized but literature about perspectives of public health students regarding global health education is limited. This study aimed to explore Indian public health students' perspectives about global health education and to provide platform for the development of global health education framework for future public health professionals. This study involved a series of focus groups with students and sought to understand perceptions about global health and global health education framework. We recruited public health students at three institutes across India for focus group discussions. Focus groups questions covered current understanding of global health, opinions regarding global health education for public health curriculum and the relevance of global health competency domains for future employment. Recordings were transcribed verbatim and the transcripts were read along with field notes and then analyzed thematically. A total of 36 students participated in four focus groups. There was a general recognition that global health is transnational and that a global outlook is now essential. But there were concerns regarding local and global priorities in public health. Global health was regarded as being wider than public health by some, but others viewed public health being the umbrella term with global health as a specialization. Global health competencies were viewed as a “step up” from the public health competencies but core public health competencies were considered essential. International experiences and use of technology were key themes for delivery of global health education. Employability and career progression for global health graduates were of concern for many participants. This study provides insight into the student perspectives regarding global health education for public health programs in India. Clear direction in terms of curriculum and its utility for career growth and employability as a global health professional needs to be established for global health education in India and other similar settings.

Advancing Allyship Through Anti-Oppression Workshops for Public Health Students: A Mixed Methods Pilot Evaluation

This pilot mixed methods evaluation describes the impact of an anti-oppression workshop on allyship development among a group of public health graduate students. After completing a mandatory anti-oppression workshop, a survey including closed- and open-ended questions was administered to 41 public health students specializing in health promotion. Closed-ended questions gathered basic demographic data and Likert-type scale responses to assess changes in participant knowledge, awareness, and attitudes surrounding anti-oppression concepts discussed during the workshop, while open-ended questions asked respondents to reflect on how such changes might influence their development as allies. A response rate of 65.85% (27 respondents) was achieved. The majority of the study group were between the ages of 20 and 24 years (74.07%), self-identified as straight (77.8%), and self-identified as non-White (77.8%), while almost the entire group identified as female (92.59%). Five key themes emerged from a directed content analysis of qualitative data, identifying the importance of anti-oppression workshops for allyship development: conducive environments, positionality, knowledge, active listening and learning, and advocacy. These themes were used to construct a mixed methods joint display for comparative interpretation of quantitative and qualitative data. Mixed methods analysis revealed that anti-oppression workshops can promote allyship development by increasing knowledge of key terms and concepts associated with anti-oppression and facilitating critical reflections on power, privilege, and social location. Our findings demonstrate a profound need for ongoing anti-oppression training among future public health students and professionals.

Strategies to Enhance Qualitative and Mixed Methods Research Instruction to Prepare MPH Students for Public Health Practice

Background: The 2016 Council on Education for Public Health (CEPH) accreditation guidelines for Master of Public Health (MPH) programs describe skills, including qualitative and quantitative research skills while removing the requirement to structure programs around 5 designated core areas. These revised guidelines provide an opportunity to integrate qualitative and mixed methods instruction in multiple courses. The purpose of this paper is to describe process and outcomes of a project aimed at integrating qualitative and mixed methods content into core courses within the Kent State University MPH program.
 Methods: Content development work was conducted from May through October 2019. The work consisted of content analysis of current core course content, research texts, practicum presentations, and feedback from alumni working in public health practice. Five key qualitative processes that support CEPH competencies and reflect current public health practice in Ohio were articulated to form a framework for new course content.
 Results: New content was developed for each of the 6 current core MPH courses to address CEPH competencies, incorporate the identified 5 key processes, and to emphasize cross-methodological comparison and the complementary nature of qualitative and quantitative approaches to research questions or practice issues. Initial student responses to content were positive; further evaluation efforts are planned.
 Conclusion: New content provides MPH students with skills practice associated with qualitative and mixed methods approaches to research and applied public health. To address complex public health challenges, current and future public health professionals will benefit from being able to flexibly move across methodological boundaries.

The effectiveness of solar disinfection water treatment method for reducing\xa0childhood diarrhea: a systematic review and meta-analysis protocol

BackgroundSeveral studies employing the effectiveness of solar disinfection water treatment method for reducing diarrhea have reported heterogeneous outcomes, necessitating a systematic review to provide an exhaustive summary of current evidence. Thus, the objective of this review is to pool out the available evidence on the effectiveness of solar disinfection water treatment method for reducing childhood diarrhea.MethodsSearches will be conducted in PubMed/Medline, Scopus, Google Scholar, Cochrane Library databases, and reference of other studies published through in December 2019. Studies that compare the diarrhea incidence among the intervention group who were exposed to solar disinfection water treatment and the control group who were not exposed to such water treatment were included. The primary outcome of the study is the change in observed diarrhea incidence risk from baseline to post-intervention. Randomized controlled trial study designs will be included. Selected studies will be critically appraised by two independent reviewers. Extracted data will include details about the interventions, populations, study methods, and outcomes of significance to the review question and objectives. Effect sizes will be expressed as risk ratio, and their 95% confidence intervals will be calculated for analysis.DiscussionThis review and meta-analysis will systematically explore and integrate the evidence available on the effectiveness of solar disinfection water treatment method for reducing diarrhea. In this review, information about the potential impact of solar disinfection water treatment to inactivate pathogenic microbes for reducing diarrhea will be gathered and summarized. The findings from this study will provide directions for future research and public health professionals with an understanding of the importance of solar disinfection water treatment and point to directions for applicability of the interventions in the community.

A survey on knowledge and awareness on the issue "microplastics": a pilot study on a sample of future public health professionals.

Microplastics pollution represents a global public health concern. Since the greatest amount of microplastics are of anthropogenic origin, one of the most relevant strategies to reduce microplastics pollution is to raise awareness among the population and this is even more important for all those involved in public health prevention interventions. The aim of this study was to assess the level of knowledge and awareness on microplastics of a samples of future healthcare workers. A cross-sectional study was performed on 151 university students in the field of Public Health, both pre- and post-graduate, attending the Sapienza University of Rome courses. A questionnaire consisting of three sections was administered to the participants. The first section assessed knowledge and awareness on microplastics, the second consisted of an informative brochure on microplastics, the third evaluated the awareness after reading the brochure, and interventions considered useful to manage microplastics pollution. About 25% of participants had never heard of microplastics. The scores on knowledge about microplastics were low, and differences between the investigated courses were not statistically significant (p-Value=0.134). Internet was the main source of information on microplastics, while the scores describing concern about the investigated issue resulted always higher after reading the informative brochure respect to before reading. The lack of knowledge about microplastics pollution highlights that future public health workers should be better informed and, therefore, able to transfer essential information to the population. Increasing general population's knowledge and awareness would increase risk perception and make all individuals more active actors for reducing microplastics pollution.