Master Of Public Health Program Research Articles

The Establishment of the School of Public Health at the State University of New York, Downstate Medical Center: The First Nationally Accredited School of Public Health in a Public University in New York City

The State University of New York (SUNY), Downstate Medical Center initiated a Master of Public Health (MPH) degree program in July 2001 following planning efforts that began in 1995. Twelve students entered the program in June 2002, and currently some 110 MPH students and 12 Doctor of Public Health (DrPH) students are enrolled. This article describes the long and complex process of transforming the original MPH degree program, with its single focus on urban and immigrant health, with a student enrollment of 12 and 8 full-time faculty, into a school of public health with a large student enrollment of 122 students, 25 full-time faculty, five MPH degree tracks, and four DrPH degree tracks. The process of establishing the SUNY Downstate School of Public Health in 2009 from its inception as an MPH program in 2001 spanned a period of 8 years. This process was guided by a commitment to two basic principles. The first was to maintain the original 2005 program accreditation by the Council on Education for Public Health (CEPH). The second was to sequentially secure accreditation for all subsequent four MPH and four DrPH degree tracks through CEPH's procedure of substantive change approval. This policy assured continuous national CEPH accreditation of the original Urban and Immigrant Health MPH degree track and all added degree programs. The 5-year period following the initial CEPH accreditation of the MPH program in 2005 was one of intense development during which all of the essential elements for CEPH accreditation of a school of public health were put into place. This rapid development was made possible by the vision and full support of Downstate's president, John C. LaRosa, MD, FACP, and the dedicated efforts of many. This included the students, faculty, staff, and administrators of the School of Public Health, the school's Community Advisory Group, several external advisors, and many in the medical center's Central Administration, College of Medicine, School of Graduate Studies, College of Nursing, College of Health Related Professions, and the University Hospital of Brooklyn. From the very beginning of the planning phase for an MPH program and through the ultimate accreditation of the School of Public Health in 2010, broad participation was solicited from all major units in the medical center. Thus, the MPH program became a center-wide initiative and not merely that of the College of Medicine's Department of Preventive Medicine and Community Health. This broad participation has been continuously maintained through the involvement of leaders of other medical center academic units and the University Hospital of Brooklyn in the program's and then the school's standing and ad hoc committees, and in other activities as well. Similarly, community representation has been maintained, some through formal linkages relevant to the practical field experiences required of all students. In October 2010, the Board of Councilors of CEPH accredited the SUNY Downstate School of Public Health for a 5-year period through 31 December 2015. The accreditation of the school was a major milestone for Downstate, Brooklyn, and New York City. The SUNY Downstate School of Public Health is the first CEPH accredited school of public health in the history of Brooklyn, and only the second such school in New York City. It is also the first CEPH accredited school of public health at a publicly supported university in New York City. The school has already had a major impact on improving the health and well-being of the people of Brooklyn through its numerous collaborative community-based health promotion and disease prevention programs.

Student Column: Practice-Based Learning in Global Youth Tobacco Prevention Research at the University of Texas Master of Public Health Program

<i>Student Column</i>: Practice-Based Learning in Global Youth Tobacco Prevention Research at the University of Texas Master of Public Health Program

Engaging Key Stakeholders to Assess and Improve the Professional Preparation of MPH Health Educators

We described the process of engaging key stakeholders in a systematic review of requirements for a master of public health (MPH) degree within the Department of Health Behavior and Health Education, University of North Carolina Gillings School of Global Public Health, and summarized resulting changes. A benchmarking study of 11 peer institutions was completed. Key stakeholders (i.e., current students, alumni, faculty, staff, employers, and practicum preceptors) received online or print surveys. A faculty retreat was convened to process results and reach consensus on program revisions. MPH program changes included (1) improved advising and mentoring program, (2) elimination of research and practice track options, (3) increased elective and decreased required credit hours, (4) replacement of master's paper requirement with "deliverables" (written products such as reports, documents, and forms) produced as part of the required "Capstone" course, (5) extended community field experience to 2 semesters and moved it to year 2 of the program, and (6) allowed practica of either 200, 300, or 400 hours. Engaging key stakeholders in the program review process yielded important changes to the MPH degree program requirements. Others may consider this approach when undertaking curriculum reviews.

Rural public health education as a pharmacist-led team endeavor

ObjectiveTo examine the state of public health provision and education in North Dakota and to identify the current and potential future roles pharmacists and pharmacy educators play in these activities. SettingRural, medically underserved areas of North Dakota, as well as professional training sites for the practitioners working in these areas. Practice descriptionPractice sites encompass both rural community pharmacies and critical-access hospital pharmacies. The primary education practice site is North Dakota State University. Practice innovationPharmacists in rural North Dakota are proactive leaders in providing public health care to their patients. For example, they participate in a statewide diabetes disease management project similar to the Asheville, NC, project. Pharmacy educators are leading the formation of a new interprofessional Master of Public Health program. Main outcome measureDevelopment of an interprofessional public health education program that allows for greater collaboration among rural health practitioners. ResultsThe new degree program is successfully negotiating the academic approval process. ConclusionBecause of the efforts of pharmacists and pharmacy educators, North Dakota is better prepared to face current and future public health challenges.

Council on Education for Public Health accredits UAA’s Master of Public Health program

The University of Alaska AnchorageMaster of Public Health (MPH) programrecently earned initial accreditation as agraduate program by the Council on Educationfor Public Health (CEPH) (http://www.ceph.org/i4a/pages /index.cfm?pageid=3274). The MPH program receivedthe maximum term for initial accreditation, which is five years, makingit nationally accredited through Dec. 31,2014, with requirements for interim reportsin 2010 and 2011.

MPH Program Adaptability in a Competitive Marketplace: The Case for Continued Assessment

In the last several years, the number of Master of Public Health (MPH) programs has increased rapidly in the US. As such, MPH programs, particularly smaller-sized ones, need to critically examine how their programs are meeting the needs and preferences of local public health practitioners. To assist in this necessity, the University of New Hampshire conducted a comprehensive educational assessment of its effectiveness as a smaller-sized, accredited MPH program. The aim of the assessment was to review the MPH program from the perspective of all stakeholders and then to agree on changes that would contribute to the fulfillment of the program's mission, as well as improve program quality and reach. The program's stakeholders examined the following components: policy development and implementation; target audience; marketing strategies; marketplace position; delivery model; curriculum design; and continuing education. Though assessment activities explored a wide array of program attributes, target audience, curriculum design, and delivery strategy presented significant challenges and opportunities for our smaller MPH Program to remain competitive. The effort put forth into conducting an in-depth assessment of the core components of our program also allowed for a comparison to the increasing number of MPH programs developing regionally. Since public health practice is changing and the education of public health practitioners must be adaptable, we propose that a routine assessment of an institution's MPH program could not only meet this need but also assist with keeping smaller, unbranded MPH programs competitive in a burgeoning marketplace.

The Design and Implementation of a Multidisciplinary Global Health Residency Track at the Mount Sinai School of Medicine

The Mount Sinai Global Health Center established a new multidisciplinary Global Health Residency Track (GHRT) in 2006. The goal of the GHRT is to provide participants with a foundation in global health issues and population-based health care, a chance to develop basic research and public health skills in the field, and guidance for career development. The authors describe how the GHRT was created, present its structure, and discuss their experience implementing this new program. Other selected global health residency training programs are also reviewed. The Mount Sinai GHRT is a two-year program that comprises a didactic curriculum, with participants required to take selected classes in the Master of Public Health Program of the Mount Sinai School of Medicine of New York University, and "field experience," which consists of a public health project that is implemented during a two-month elective period during the second year. Core competencies include (1) epidemiology and research skills, (2) health disparities, human rights, and cultural competency, (3) needs assessment and project development, (4) tropical medicine and infectious disease, and (5) reproductive, maternal, and child health. Nine residents were selected from four Mount Sinai residency programs to participate in the GHRT in its first year, and, during the winter of 2007, senior residents conducted public health projects in the Dominican Republic, India, Kenya, and East Harlem. All components of the track performed well in evaluations. An outcomes survey is ongoing to track career choices among graduates and to identify barriers to continuing involvement in global health.

The Combined Master of Public Health Program at Tufts University

The Combined Master of Public Health program at Tufts University unites medical and veterinary medical students in a four-year curriculum that integrates students' clinical studies with simultaneous studies on population health. Thirty years ago, Tufts University adopted a "One Medicine" approach to teaching health professionals. That perspective has been updated as "One Health" and is now being applied in a university environment that emphasizes interdisciplinary education, a global outlook, and civic engagement.

Public Health Education at the University of California, Davis: Past, Present, and Future Programs

This article reviews the history of public-health education at the University of California, Davis, from the inception of the Master of Preventive Veterinary Medicine Program in the School of Veterinary Medicine through the creation of the Master of Public Health Program offered jointly by the Schools of Medicine and Veterinary Medicine. The long history of collaborative teaching and research between the schools, as well as the university's close proximity to and relationship with numerous university-affiliated and state public-health agencies, has created remarkable opportunities for novel and creative public-health education. The university is already anticipating the approval of a School of Public Health on its campus, which will create even more educational opportunities in both human and veterinary public-health disciplines. Given the projected shortfall of veterinarians entering such fields, the opportunity of a novel Doctor of Public Health degree program specifically suited to the needs of veterinary medicine is also discussed as a means of addressing this shortage.

Service Learning within the University of Connecticut Master of Public Health Program

Since 2005, the University of Connecticut Master of Public Health Program has administered its required service-learning practicum through coordinated activities of second-year students assigned to examine a pressing public health issue in Connecticut. The initiative underscores our program's commitment to preparing students for careers as leaders in applied practice and our emphasis on collaboration. Our thematic approach links content across the core curriculum, provides a venue where students demonstrate mastery of academic principles, and affirms values of public responsibility and common purpose. Projects have focused on public health concerns associated with childhood obesity, health literacy, and living with disabilities. Working together and with community-based preceptors, students estimate service needs, assess available program/service capacity, and recommend policy options. Results are compiled within a written report that accompanies a state legislative hearing. This article presents the rationale and organization of our service-learning practicum, and describes how the experience affects the education and personal growth of students and contributes positively to the community at large.

Articulation of Undergraduate and Graduate Education in Public Health

The rapid growth of individual undergraduate courses, minors, and baccalaureate degrees in public health presents a new issue for graduate public health education: how does a graduate or professional program address previously completed undergraduate public health course work? A review of college directories found listings for 154 North American baccalaureate degrees in public health, public health education, and public health nursing. This article addresses the purposes of public health undergraduate education as (1) general liberal arts education, (2) education complementary to other non-public health graduate degrees, (3) preprofessional education, and (4) professional education preparing undergraduates for entry-level careers. Following a discussion of reasons to consider articulation of undergraduate and graduate degrees, as well as barriers to articulation, the article presents potential strategies for articulation and future issues to consider in addressing admission of undergraduate public health students to master of public health programs.

Evaluation of a One-Year Masters of Public Health Program for Medical Students Between Their Third and Fourth Years

For physicians to better treat and advise their patients on the roles of behavioral and social factors in health and disease, greater levels of competency in social and behavioral sciences are needed. Physicians should also understand the structure, financing, and administration of the health care delivery system, so that they will be able to practice medicine effectively and participate in planning and managing the delivery of care. And, improving overall public health requires that physicians understand the basic tenets of population-based medicine. One way to achieve these goals is to develop education and training programs for integrating formal public health training with formal medical training. There are many models by which a medical student or practitioner can obtain a master of public health (MPH) degree. In this article, the authors describe an accelerated one-year MPH program for competitively selected New York City medical students who have completed their third year of training and enroll at the Mailman School of Public Health, Columbia University. The Macy Scholars Program, offered between 1999 and 2007 to 12 students per year, is completed between the third and fourth years of medical school. Under full-tuition scholarships, students complete a practicum experience, attend seminars, and write a master-level paper or thesis, among other requirements. Data from an evaluation of this program demonstrate participant satisfaction and support of the program, outstanding academic performance, and the effect of public health training on their residency and career choices.

Self‐directed (distance) learning infectious disease control MPH program

PurposeThe purpose of this paper is to confirm what program features potential students would view as incentives or disincentives toward enrolling in a unique self‐directed (distance) learning infectious disease control MPH (Master of Public Health) program currently being developed.Design/methodology/approachAn internet discussion list announcement invited infection control professionals to participate in structured telephone interviews. This pilot study survey was conducted to confirm underlying assumptions about program features that might be viewed as incentives or disincentives by prospective students.FindingsResponses were received from all regions of the USA except Alaska. Findings from 78 interviews confirm our underlying assumptions about delivery preferences, critical features, perceived value and reasonable cost for a self‐directed (distance) learning Infectious Disease Control MPH degree. Respondents clearly expressed a preference for distance education, but exhibited lack of familiarity with the various types and relative merits of different distance delivery modalities.Originality/value“Build it and they will come” has long been a widespread assumption in curriculum development. However, continuing education and advanced credentialing needs of health professionals can be better served by executive‐MBA‐style programs. One lesson from examining the experience of our academic MBA colleagues is to know your clients. This study uniquely confirms assumptions about the educational preferences of infection control professionals.

Who Will Keep the Public Healthy? The Case for Undergraduate Public Health Education

While most universities have focused on graduate education to create public health leaders, undergraduate public health education is another way to ensure a prepared workforce at all levels. This article provides examples of three Council on Education for Public Health accredited graduate programs outside schools of public health (University of Southern California, Temple University, and New York University) that also offer undergraduate public health education, one that is in its first year of offering a public health minor, and the other two offering majors and minors. Although these programs come from different philosophies, all have an underlying mission to influence how public health is understood. Considering the current need for public health workers, we anticipate that most higher education institutions will soon offer undergraduate public health courses. These programs must be mindful, however, of newly emerging accreditation requirements, which might have implications for both established and newly developing undergraduate public health programs, as well as articulation issues between undergraduate- and graduate-level master of public health programs. An examination of existing programs, as well as a discussion of accreditation requirements and articulation issues, will help institutions create curricula that meet their students' educational needs as well as the need for a strong public health workforce.

Protecting Health and Saving Lives: The Part-time/Internet-based Master of Public Health Program at the Johns Hopkins Bloomberg School of Public Health

Protecting Health and Saving Lives: The Part-time/Internet-based Master of Public Health Program at the Johns Hopkins Bloomberg School of Public Health

Framework for the strategic and business planning of the Centre – School of Public Health, Belgrade

The science and practice of the New Public Health have a key role in the promotion of people’s health and in the reform of the health system. Serbia experienced many social and economic threats to public health during the 1990s when the health infrastructure both for curative and preventive services gradually deteriorated. Existing skills and knowledge of public health professionals are insufficient in virtually all fields of public health activities. The foundation of the Centre – School of Public Health, within the Medical School of Belgrade University has been a precondition for the improvement of professional training in public health. The objectives are described as (1) education of capable experts in the field of public health, (2) improvement of knowledge in the health sciences, (3) health promotion in cooperation with local communities, (4) training of competent researchers in the field of public health and (5) improvement of the process of decision making and policy formulation. The training programme covers five key areas of education in the domain of public health: (1) public health in Europe, (2) epidemiology and biostatistics, (3) health policy and management, (4) health promotion, health education and social sciences and (5) environment and health. In the first year, 27 students were admitted for the Master of Public Health programme and more than 350 participants attended various short courses for continuing education in public health and health management based on applied learning approach. The next developmental steps focus on sustainability of the programmes for continuing education and research and a wider national and international partnership.

Development of a Master of Public Health programme in Tirana, Albania

In 2001, two Albanian institutions, the Department of Public Health, Faculty of Medicine, University of Tirana and the National Institute of Public Health obtained membership to the Association of Schools of Public Health for the European Region (ASPHER). Since 2000, these two institutions have been members of the Public Health for South Eastern Europe (PH-SEE) network. Furthermore, in the fall of 2001, the Open Society Institute (OSI) and ASPHER launched a project that culminated in the establishment of a School of Public Health (SPH) and the commencement of the first Master of Public Health (MPH) programme in Tirana. The MPH programme began in December 2005 and enrolled 32 students from different backgrounds. A suitable start for the development of the MPH programme was the implementation of key modules developed by the European MPH programme. In addition, specific modules reflecting the needs of Albania were designed according to the preferences and the heterogeneous lecturing faculty involved in public health training. International guest lecturers delivered other modules, with ASPHER and the PH-SEE network offering an excellent solution for complementary modules in different public health disciplines. However, the newly established SPH in Albania should now strive for other postgraduate teaching programmes, undergraduate programmes, and especially service training and continuing education.

New Public Health education in the Republic of Macedonia: expectations, experiences and perspectives

Development of a strategy in public health (PH) education is crucial for Macedonia in providing modern education for actual PH practice. Establishing a School of Public Health (SPH) is vital for a country in a health transition with high rates of preventable diseases. The main strategic goals in modern PH education in Macedonia should be capacity building, improving the competencies of PH professionals, serving communities, participating in the policy, and partnership development. Expectations were expressed through two key points: strengthening institutional capacity in the area of PH and institutional development of SPH. The organizational structure of the new Center of Public Health is based on existing human resources and infrastructure. Medical Faculty initiated development of a postgraduate PH teaching program [Master of Public Health (MPH)] provided by the newly formed Center of Public Health within the Medical Faculty Skopje. The Macedonian MPH program has been developed with modular-type courses as a part-time teaching program in four semesters within a 2-year period. This program is designed to cover all the basics of PH sciences and practice, including basic and elective courses, workshops, research forum. and master's thesis with a credit transfer system in PH education. The main assets for SPH development are knowledge and skills of the constantly improving teaching staff. Successful preliminary evaluation of the Macedonian SPH project, being qualified “as a model for SPH development,” led to full Association of Schools of Public Health in the European Region (ASPHER) membership. Sustainability of this program will require continuing support although a remarkable beginning has been achieved. The next strategic goal is continuing development of SPH with fiscal and academic autonomy and preparing formal ASPHER Public Health Education European Review (PEER). This SPH recognized the main communicating message of the New Public Health: “Moving with the time.” New Public Health is determined by a dual approach: to be modern, and to grow and to build the tradition in PH education. The development of Macedonian SPH represents a new orientation toward science, philosophy, culture, and life and promotes new spirit and movement in PH in this region of Europe.

Survey of Accredited Master of Public Health (MPH) Programs With Health Education Concentrations: A Resource for Strengthening the Public Health Workforce

The authors designed survey research to assess accredited master of public health (MPH) programs with health education concentrations. A Web-based survey was distributed to program directors and was used to collect characteristics of program faculty, students, graduates, internships, employment, and competency development. Results indicate that students and graduates are diverse; 72% of students complete internships and 61% of graduates work in government or community public health-related agencies; 98% of faculty hold a doctoral degree and 67% have at least one degree from an accredited public health school or program; and 85% of programs build competencies in most of the Institute of Medicine-suggested areas. The authors conclude that accredited MPH programs with a concentration in health education train diverse public health practitioners highly likely to work in a government or community public health agency with competencies to enhance public health.

The Development of a Master of Public Health Program with an Initial Focus on Urban and Immigrant Health at the State University of New York, Downstate Medical Center

The State University Downstate Medical Center initiated a Master of Public Health (MPH) degree program in July 2001 following planning efforts that began in 1995. Twelve Students entered the program in June 2002. Currently, eighty students are enrolled in the program and eighteen have graduated from it in 2004 and 2005. With an initial focus on urban and immigrant health, the program aims to train public health professionals who can assist in addressing through population-based interventions the health issues of Brooklyn's 2,465,326 people, of whom 38.5% are immigrants to the United States. Starting with four courses in the summer 2002 semester, the program now offers twenty-four courses over the three semesters of the academic year. The program is housed in the Department of Preventive Medicine and Community Health of the College of Medicine and is part-time in nature for most students. In addition to completing required course work, students must also complete a 250-hour practicum experience in which they apply theoretical knowledge in a public health practice setting. Student practicum experiences play a vital role in linking the program to communities and serve as conduits for the initiation of further community based collaboratives. This article describes the challenges encountered in initiating an MPH program in an academic medical center, the importance of both intramural and community support to its success, and the vital role it plays in addressing the health issues of various communities. The program became a leading priority of the Strategic Plan of the Downstate Medical Center in 2000, and received the full support of Downstate's then new president, Dr. John C. LaRosa. This prioritization and support proved essential to the rapid development of the program. The Downstate MPH program offers a concurrent degree to medical students who are able to complete both degrees in a four year period. The Alumni Fund of the College of Medicine provides each MD/MPH student with a one-time scholarship which covers a quarter of the MPH tuition. Concurrent MPH degrees are also offered for graduate students enrolled in occupational therapy, nursing, and several other health programs. The Council on Education for Public Health (CEPH) conducted an accreditation site visit of the Downstate MPH program in December 2004. On June 10, 2005, the CEPH Board accredited the program for 5 years.