Future Public Health Workforce Research Articles

Maintaining Course Quality and Integrity Across Multiple Modalities

To effectively educate the future public health workforce, it is essential for public health faculty to engage in purposeful and thoughtful pedagogical practices in their teaching. In the post-COVID higher education environment, instructors teaching course sections offered both in-person and online concurrently must ensure that curricular continuity is maintained, while respecting modality-driven differences. Developing multiple course sections, parallel in outcomes and rigor, but bespoke in instructional approach requires both additional development time and faculty support structures. While time is always in short supply, it is troubling to note that there is a paucity of information directed toward faculty that provides guidance on how faculty engage in course design work that requires them to plan in two modalities simultaneously. In the absence of available best practices for course design in multiple modalities, this paper provides a description of a pedagogical curriculum reflection exercise created to ensure that course sections delivered across different modalities are comparable and meet course competencies, such as those of the Council on Education for Public Health, in equitable ways.

Making Community Connections for Minority Outreach in Alzheimer’s Disease

AbstractBackgroundRecognizing the gap in communication that exists between minority populations and Alzheimer’s disease (AD)research community, education and outreach are a critical step in the effort to understand and address disparities. African‐Americans (AA) and Hispanics, are significantly more likely to have Alzheimer’s disease and related dementia (ADRD) as compared to non‐Hispanic Whites. In addition to biological risk, widespread and significant misperceptions about aging process, diagnosis and clinical management influence the way in which AD/ADRD is recognized and subsequently treated in minority populationsMethodAn Alzheimer’s’ Community Engagement ‐Empower Minorities (ACE‐EM) center is proposed as an addition to existing research programs at Delaware State University (DSU). As a Historically‐Black university DSU is uniquely positioned to coordinate Alzheimer’s outreach programs in minority communities of interest. Organizations with strong ties to minority populations improve intervention effectiveness and increase impact. ACE‐EM plans to foster education and training of DSU students under the guiding framework of the Alzheimer’s disease Public Health Curriculum to develop community trusted dementia advocates – an investment for a competent future public health workforce. We recognize the importance of having conversations with family and community members about aging, AD/ADRD and how we can work together to reduce the risks of Alzheimer’s disease for future generations as outlined in the CDC Healthy Brain Initiative Road Map (2018‐2023).ResultCenter will provide a hub for scientific and community exchange for research dissemination specific to cognitive health and AD/ADRD among minorities and 2) engage community members, their families, and partners through culturally targeted and linguistically appropriate education, training, and measurements. Preliminary targeted outreach efforts and data collection in process.ConclusionTo build empowered communities with increased awareness and understanding of cognitive health, through a range of community‐informed and community‐engaged dissemination activities.

Mapping competencies taught in public health – Experience of the Europubhealth Consortium

Abstract Background Public health education aims at producing a competent workforce. The WHO-ASPHER framework proposes a set of relevant public health competencies organised in 10 sections (e.g. science practice, leadership, law policies and ethics etc). As part of the Europubhealth consortium (EPHc), eight universities collaborate for the delivery of a 2-year international public health master course. The course includes a first-year, or foundation component (4 options), and a second-year or specialisation component (7 options). Objectives In 2020, EPHc decided to use the framework in order to map the competencies addressed, and the level of proficiency aimed at, by each Y1 and Y2 option of the Master. To that end, component's coordinators answered an 84-item questionnaire covering the whole framework. Answers were summarised by calculating mean proficiency levels for each competency section. Results There were differences in overall proficiency levels between years with, as expected, higher scores in Y2. Options in Y1 reached medium to high proficiency scores for the sections “science practice”, “health promotion” and “communication” with scores of 2.6 to 3 (on a 1 to 4 scale). When compared with Y1 on a heat-map, Y2 options displayed more contrasted profiles, typically focussing (i.e. scores > 3.5) on 3 out of the 10 sections of competencies. Except for the “collaborations and partnership” section, the training pathways offered by the EPHc seem to offer opportunities for a high proficiency level in all domains of competencies. Conclusions The mapping proved a useful exercise to identify strengths and complementarities among the EPHc. The results suggest that the EPHc master course is coherent and offers students opportunities to gain proficiency in most competencies relevant to public health practice. Key messages • Competency-based education is likely to shape the future public health workforce. • The WHO-ASPHER framework proved a useful tool to map public health competencies addressed in the teaching of the Europubhealth international Master.

Knowledge, attitude, and behavioral intention about oral cancer among public health students in Southeast Georgia

Oral cancer (OC) is a significant public health problem; however, the degree to which the future public health workforce is aware of this issue is not well researched. The purpose of this study is to explore the level of knowledge, attitudes, and behavioral intentions about OC among public health students.A sequential exploratory mixed-method research design was employed for this study. Using quantitative and qualitative measures, a survey was administered to 129 public health students. Subsequently, to understand the quantitative findings, two follow-up focus groups were conducted with survey participants.We found that participants had some knowledge about OC risk factors, but they were not aware of survival rate of it. About 58.9% of the participants responded the survival rate for OC is ‘more than 61%’. The majority of the respondents (67%) had never heard about OC exams. In the focus group, four major themes were identified: lack of knowledge, strategies to educate the community about OC, current public health practices around OC prevention, and role of public health professionals in this. Participants felt the need for collaboration between oral health and public health to raise awareness about OC in the community.Participants’ knowledge and awareness about OC was encouraging but at the same time, it raised a concern about their competency in OC prevention interventions. Ensuring holistic oral health education through the coordination of public health and oral healthcare services can play a critical role in preparing future public health workforce for OC prevention.

Public Health Training Centers: More Relevant Than Ever.

Interest in and awareness of public health in the United States has grown due to COVID-19; however, state and local health departments have seen a mass exodus of leadership since the beginning of the pandemic. Based on the results of the de Beaumont Foundation's most recent Public Health Workforce Interests and Needs Survey (PH WINS), nearly one in three public health employees say they are considering leaving the profession due to stress, burnout, and low pay. One viable strategy for ensuring a diverse and competent public health workforce is the national network of Public Health Training Centers (PHTCs). This commentary describes the Public Health Training Center Network, with a specific focus on Region IV, and discusses challenges and opportunities for advancing the public health agenda in the United States. The national PHTC Network continues to provide invaluable services in terms of training, professional development, and experiential learning for the current and future public health workforce. However, increased funding would allow PHTCs to have a greater impact and reach through bridge programs for public health workers and others, additional field placement experiences, and expanded outreach to non-public health professionals in training activities. PHTCs have shown great adaptability over time and can once again pivot to meet the needs of a rapidly changing public health landscape demonstrating that PHTCs are truly more relevant than ever.

Levers of Change: How to Help Build the Public Health Workforce of the Future.

Public health leaders are working to rebuild the US public health workforce. Master of Public Health (MPH) programs have a stake in this, given their role in educating and training public health practitioners. Over the last 10 years, MPH programs have implemented changes to program structure, content, and approach, but workforce gaps persist. This study sought to explore the factors that inform and influence MPH program design and changes they make in order to elucidate how MPH programs may be further engaged to help address current and future public health workforce needs. Sequential mixed-methods study. US MPH programs accredited by the Council on Education for Public Health (CEPH), and applicants approved to seek accreditation. In total, 115 representatives representing at least 43% of the 215 accredited/applicant MPH programs in the United States. Factors that inform and influence programmatic and curricular changes within MPH programs. The shifts that MPH programs have made to program focus and the approaches used to support student competence development are influenced by individual, programmatic, institutional, and national factors, including faculty and staff background, access to resources, program team/faculty culture, access to resources, program placement, university priorities, and national policies. Most influential in catalyzing changes made by MPH programs between 2015 and 2020 were CEPH MPH accreditation standards, feedback from interested parties, learning best practices, university initiatives, and access to resources including funding and faculty. Identified factors served as facilitators and/or as barriers, depending on the context. There are multiple levers at different levels that may be utilized by national public health leaders, university administrators, and program constituents to effect change within MPH programs, helping them to be even better positioned to help address public health workforce needs of today and tomorrow.

Experiences Shared by the (Future) Public Health Workforce during the COVD-19 Pandemic in Germany: Results of a Survey on Workload, Work Content, and Related Challenges among Students and Young Professionals.

Although previous studies have focused on the adverse effects of the COVID-19 pandemic on various professional groups (particularly in the health and nursing care sector), this study aims to close a research gap by assessing perspectives of students and young professionals in epidemiology and public health in Germany in terms of shifts in workload, work content, and related challenges caused by the pandemic. We conducted a cross-sectional survey between mid-February and mid-March 2022. Quantitative data were analyzed via standardized mean differences. Qualitative data based on answers to open-ended questions were analyzed via a qualitative content analysis. Overall, 172 individuals participated in this survey. Results indicate that students felt burdened the most by lack of exchange with other students and lecturers. Study participants employed in public health experienced changes in their employment because they had changes in their work content- and administration, which was accompanied by a high burden due to the workload. Multiple demands that can have an impact on both acquired skills and mental health during the professional qualification phase were mentioned by the participants. Therefore, more in-depth analyses are needed to investigate the impact the pandemic will have on the (future) public health workforce in the long run.

Future Public Health Anti-trafficking Training: An Exploratory Inquiry among Public Health Graduate Students to Understand their Levels of Awareness, Knowledge, and Self-efficacy in Order to Prevent, Identify, and Assist Survivors of Human Trafficking

ABSTRACT Human trafficking (HT) is a violation of human rights and a serious public health concern. Recently, efforts have focused on training frontline personnel, among others, to identify, intervene, and assist survivors of HT. Yet, there is scant research among public health students and practitioners about their awareness, knowledge, and self-efficacy in addressing HT. Training the future public health workforce is essential for addressing this problem. This cross-sectional mixed-methods study collected data utilizing a 33-item survey among current graduate students (N = 85) of public health enrolled at a U.S. Northeastern University. The primary aim of this study was to assess public health graduate level students’ awareness, knowledge, and self-efficacy regarding HT intervention. A secondary aim was to gather students' recommendations for curricula development purposes. Statistical analyses included univariate and binary analysis of quantitative data and a thematic two-step coding process for the analysis of the qualitative data.. Findings revealed study participants had a strong awareness of HT, but a low level of knowledge and self-efficacy in identifying and assisting victims. Most study participants desired to integrate HT-related training into current courses. Results may be used to inform the development of curricula at higher level education and public health institutions.

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.

Health promotion research in the Nordic countries - a scoping review of PhD dissertations 2008-2018

Abstract Background The Nordic countries are welfare states that also have been claimed to be in the forefront in developing health promotion, in relation to theory, research, policy and practice. This scoping review was performed by members of the Nordic Health Promotion Research Network with the objectives to collect and identify the scope and theoretical basis of doctoral (PhD) dissertations on health promotion in a Nordic context. Methods Searches for dissertations, published 2008-2018, were performed in several databases in Denmark, Finland, Iceland, Norway, and Sweden. Those labelled “health promotion” present in titles, abstract or key words were included in the scoping review. Data was extracted based on a common template including title, aims, university, individual-national level, setting, type of study and collaboration. Results The search strategy had to be modified to include manual searches at university sites as no national data base was available. In total, 353 health promotion dissertations had been published at 41 different universities. Most dissertations were Swedish (193), while 56 came from Denmark, 53 from Norway and 51 from Finland, but non from Iceland. The main content was lifestyle (28%), mental or psychosocial health (14%), critical health promotion (8%), empowerment (7%) or refugee and immigrants (5%). The most common approach was settings (31%), including health care setting (14%), followed by societal (28%) and individual (28%) approaches. Mixed methods approach was most common research method (45%) followed by quantitative (32%) and qualitative methods (23%). Large country variations were seen in the health promotion. Conclusions Health promotion research in the Nordic countries can be characterised by focusing on lifestyle, settings approach, and primarily using a mixed methods approach. However, there are large variations between different health promotion PhDs, also including dissertations on critical health promotion and empowerment. Key messages Analysis of PhD dissertations can contribute to more comprehensive insight in disciplinary development. The research training will have implications for the future public health workforce. The Nordic collaboration enabled an extensive scoping review of PhD dissertations on health promotion research in the Nordic countries and shows what has characterized the field of research.

The Future Public Health Workforce in a Changing World: A Conceptual Framework for a European-Israeli Knowledge Transfer Project.

Health services quality and sustainability rely mainly on a qualified workforce. Adequately trained public health personnel protect and promote health, avert health disparities, and allow rapid response to health emergencies. Evaluations of the healthcare workforce typically focus on physicians and nurses in curative medical venues. Few have evaluated public health workforce capacity building or sought to identify gaps between the academic training of public health employees and the needs of the healthcare organizations in which they are employed. This project report describes the conceptual framework of “Sharing European Educational Experience in Public Health for Israel (SEEEPHI): harmonization, employability, leadership, and outreach”—a multinational Erasmus+ Capacity Building in Higher Education funded project. By sharing European educational experience and knowledge, the project aims to enhance professionalism and strengthen leadership aspects of the public health workforce in Israel to meet the needs of employers and the country. The project’s work packages, each jointly led by an Israeli and European institution, include field qualification analysis, mapping public health academic training programs, workforce adaptation, and building leadership capacity. In the era of global health changes, it is crucial to assess the capacity building of a well-qualified and competent workforce that enables providing good health services, reaching out to minorities, preventing health inequalities, and confronting emerging health challenges. We anticipate that the methods developed and the lessons learned within the Israeli context will be adaptable and adoptable by other countries through local and cultural adjustments.

First-Destination Outcomes for 2015-2018 Public Health Graduates: Focus on Employment.

Objectives. To improve understanding of the future public health workforce by analyzing first-destination employment outcomes of public health graduates.Methods. We assessed graduate outcomes for those graduating in 2015-2018 using descriptive statistics and the Pearson χ2 test.Results. In our analysis of data on 53 463 graduates, we found that 73% were employed; 15% enrolled in further education; 5% entered a fellowship, internship, residency, volunteer, or service program; and 6% were not employed. Employed graduates went to work in health care (27%), corporations (24%), academia (19%), government (17%), nonprofit (12%), and other sectors (1%). In 2018, 9% of bachelor's, 4% of master's, and 2% of doctoral graduates were not employed but seeking employment.Conclusions. Today's public health graduates are successful in finding employment in various sectors. This new workforce may expand public health's reach and lead to healthier communities overall.Public Health Implications. With predicted shortages in the governmental public health workforce and expanding hiring because of COVID-19, policymakers need to work to ensure the supply of public health graduates meets the demands of the workforce.

An Alzheimer’s Curriculum to Educate the Current and Future Public Health Workforce

Alzheimer’s disease is the 6th leading cause of death among adults in the United States and the 5th leading cause for those aged 65 and older. Nearly 14 million Americans will be diagnosed with Alzheimer’s dementia by 2060, but the public health workforce is struggling to meet current demands. As the older adult population continues to grow, the public health sector will need to ensure a sizable and competent workforce is prepared to meet the needs of those living with dementia as well as their caregivers. In support of national efforts to promote and ensure a competent workforce, the Alzheimer’s Association, Centers for Disease Control and Prevention, and Emory University developed “A Public Health Approach to Alzheimer’s and Other Dementias” (ADOD) curriculum. The free, introductory curricular resource was first piloted by faculty and students at undergraduate schools of public health across the country; however, due to its broad applicability the curriculum has since been updated and expanded to educate graduate students in schools of public health, students in related disciplines, and practicing public health professionals. The curriculum provides an introduction to ADOD as a public health crisis, basics of dementia, the role of public health in addressing the epidemic, and the creation of dementia-friendly communities. The purpose of the curriculum is to educate future public health workforces about ADOD; encourage the current public health workforce to apply knowledge to practice; and seek to improve health outcomes for those living with dementia, as well as their caregivers.

WHIRL Study: Workplace Health Interprofessional Learning in the Construction Industry.

Interprofessional learning (IPL) is essential to prepare healthcare trainees as the future public health workforce. WHIRL (Workplace Health InteRprofessional Learning) was an innovative IPL intervention that engaged volunteer healthcare trainees (n = 20) in multi-professional teams to deliver health checks (n = 464), including tailored advice and signposting, to employees in the UK construction industry (across 21 events, 16 sites, 10 organisations) as part of an ongoing research programme called Test@Work. Volunteers undertook a four-part training and support package of trainer-led education, observations of practice, self-directed learning and clinical supervision, together with peer mentoring. In a one-group post-test only design, IPL outcomes were measured using the Inventory of Reflective Vignette-Interprofessional Learning (IRV-IPL), and the psychometric properties of the IRV-IPL tool were tested. WHIRL demonstrably improved healthcare trainees’ interprofessional skills in all five areas of collaboration, coordination, cooperation, communication, and commendation. The IRV-IPL tool was found to be a valid and reliable measure of interprofessional competencies across three scenarios; before and after health promotion activities, and as a predictor of future health promotion competence. This industry-based workplace IPL programme resulted in the attainment of health check competencies and bridged the gap between research, education and clinical practice.

Public Health Student Response to COVID-19.

To understand the role public health students play in response to COVID-19 despite cuts in funding for graduate student emergency response programs (GSERPs), we reviewed the websites of the Association of Schools and Programs of Public Health, Council on Education in Public Health, and individual schools and programs to identify student participation in COVID-19 response activities. Thirty schools and programs of public health are supporting public health agencies in response to COVID-19, primarily through the provision of surge capacity (n = 20, 66.7%), contact tracing (n = 19, 63.3%), and training (n = 11, 36.7%). The opportunity to participate in formal and informal applied public health experiences like practica, service-learning, and field placements can benefit both public health students and agency partners. Although recent publications have identified gaps in academic public health response to COVID-19, in part due to the cessation of funding for workforce development and other university-based programs in public health preparedness, schools and programs of public health continue to support public health agencies. Future funding should explicitly link public health students to applied public health activities in ways that can be measured to document impacts on public health emergency response and the future public health workforce.

An exploratory review of the literature evaluating nonclinical fellowship programs

Fellowship programs offer career development opportunities, provide experiential training, and can be used to recruit personnel to address specific challenges facing the public health workforce. Given the potential influence fellowships have on the future public health workforce, it is important to understand and articulate the results of such programs and to identify areas of improvement to meet current workforce needs. The purpose of this literature review was to identify common practices used to evaluate nonclinical fellowship programs. After a search of the internet and selected databases, we screened titles and abstracts using predetermined selection criteria. We then conducted a detailed review of selected papers to extract information about program characteristics (program description, sector, and program length) and evaluation characteristics (primary evaluation type, framework for evaluation, data collection methods, and respondent populations) from 33 papers. We found a limited number of published papers on the evaluation of nonclinical fellowship programs, and most focused on outcomes associated with fellows or alumni. The most useful papers for our purposes clearly described the evaluation framework that guided the evaluation.

Opportunities and Challenges for Undergraduate Public Health Education in Australia and New Zealand

The international emergence of undergraduate education in public health has transformed the public health education landscape. While this shift is clearest and most widely evaluated in the United States, efforts in other parts of the world—such as Australasia—have not kept pace. This article aims to redress the evidence gap by identifying and discussing the different approaches through which Australian and New Zealand universities deliver public health education at the undergraduate level. A content analysis was conducted of online handbook information published by 47 universities across Australia and New Zealand, to gauge the various ways in which these universities implement undergraduate public health education. Each offering identified was assigned to one of four predetermined categories. Of the 47 universities, 45 were found to offer some form of undergraduate coursework in public health. Offerings took primarily the form of single subjects. Less commonly implemented were specializations ( n = 20), stand-alone undergraduate degrees ( n = 11), and double degree combinations ( n = 6). This breadth of activity highlights the need for renewed efforts in evaluating undergraduate public health education across the region. Further research is recommended into three areas: (1) emerging best practices in curriculum development and implementation, (2) explorations of public health accreditation in the region, and (3) the outcomes achieved by students and graduates of undergraduate public health degrees across Australia and New Zealand. These efforts will ultimately strengthen the operationalization and contribution of this education in helping shape the future public health workforce in Australasia.

The State of the US Governmental Public Health Workforce, 2014-2017.

Public health workforce development efforts during the past 50 years have evolved from a focus on enumerating workers to comprehensive strategies that address workforce size and composition, training, recruitment and retention, effectiveness, and expected competencies in public health practice. We provide new perspectives on the public health workforce, using data from the Public Health Workforce Interests and Needs Survey, the largest nationally representative survey of the governmental public health workforce in the United States. Five major thematic areas are explored: workforce diversity in a changing demographic environment; challenges of an aging workforce, including impending retirements and the need for succession planning; workers' salaries and challenges of recruiting new staff; the growth of undergraduate public health education and what this means for the future public health workforce; and workers' awareness and perceptions of national trends in the field. We discussed implications for policy and practice.

The future public health workforce: aligning population needs and professional development

The future public health workforce: aligning population needs and professional development

The future public health workforce: aligning population needs and professional development

The future public health workforce: aligning population needs and professional development