Master Of Public Health Research Articles

Job preferences of master public health candidates in Northeast China based on discrete choice experiments

BackgroundThe shortage of health workers in rural and remote areas is a key issue for global health systems, including China. Public health undertakings in Northeast China face the risk of a talent gap. In September 2023, the National Development and Reform Commission (NDRC) held a symposium on promoting the comprehensive revitalization of Northeast China in the New Era, proposing to support the comprehensive revitalization of Northeast China with high-quality population development, strengthen the development and utilization of human resources, and increase policy support for the revitalization of talent.MethodsThe questionnaire was designed by discrete choice experiments, and 1208 Public Health Master’s candidates from six universities in Northeast China were investigated online via the Powercx system network survey platform in April 2024. The mixed logit model was used to analyze the job preferences of Master Public Health candidates.ResultsAll 7 attributes included in the study had statistically significant effects on the job preferences of public health master’s degree candidates (P < 0.05). They tended to choose jobs with higher monthly income (12,000 CNY/month), located in cities with good working environments and with Bianzhi when seeking jobs. There is heterogeneity in job preference, and different preference characteristics are displayed in different subgroups.ConclusionThis study revealed that public health master’s degree candidates in Northeast China were more willing to choose jobs with higher monthly incomes, working places in cities and better working environments. The way to formulate a combination of policy packages is more attractive than improving a single aspect alone. Since the preferences of each subgroup are different, the preference characteristics of the target population should also be considered when formulating the policy package to meet the challenges of talent attraction and retention.

Professional development: a mixed methods study of Masters of Public Health alumni.

We examined the perceptions of the Master of Public Health (MPH) degree graduates regarding their personal competencies, job performance and professional development using a mixed method, explanatory sequential design. A cross-sectional, self-administered questionnaire of the Haifa School of Public Health alumni who graduated between 2005 and 2022 was disseminated to 849 graduates between March and June 2022, from which 127 responded (response rate: 14.90%). This was followed by 24 in-depth interviews with alumni from the same sample (conducted between November 2022 and March 2023). The sample included 74.8% of females with a mean age of 40.7 years, 35% of alumni agreed that the MPH degree helped them attain a promotion in their present position (in rank or salary), and 63.8% felt that the degree helped them improve their job performance and contribute to their current workplace. Most (80.3%) alumni reported not changing jobs after graduation. The interview themes revealed that the MPH contributed to their personal and professional lives, provided them with a holistic view of public health and health systems, and improved their in-depth scientific skills. The main reported barriers to professional development included missing core competencies, low salaries, and a lack of information regarding suitable jobs. Surprisingly, an MPH was not a requirement for some public health sector jobs. Alumni reported that the MPH degree contributed to improving many graduates' careers and satisfaction levels and to build their leadership competencies in public health. There seems to be a lack of coordination between the academic curriculum and the jobs available for alumni, hindering better alumni professional development. Regular discussions, information sharing, and curriculum refinements between MPH program leaders and health sector leaders might help address many of the concerns of MPH degree graduates.

An Immediate but Fleeting Interest in MPH Programs After the Onset of COVID-19: An Interrupted Time-Series Analysis.

The relationship between the onset of the COVID-19 pandemic and interest in master of public health (MPH) programs is unknown. We examined trends in MPH application rates for 31 MPH concentrations and specifically for the MPH concentration in epidemiology and differences by race and ethnicity before and after the onset of the COVID-19 pandemic. We constructed a quasi-experimental design to examine trends in MPH application rates from academic years 2015-2016 through 2022-2023 by using Centralized Application Service for Schools and Programs of Public Health data. We used an interrupted time-series analysis to test whether application rates surged after the pandemic's onset (academic years 2019-2020 through 2020-2021) and whether this increase persisted during the pandemic (academic years 2020-2021 through 2022-2023). We fit models for the overall sample, a combined racially and ethnically minoritized sample, each racial and ethnic group separately, and a non-US citizen sample. The pandemic's onset correlated with an immediate increase in application rates across most samples: overall (38%) and among American Indian/Alaska Native/Native Hawaiian/Pacific Islander (91%), Asian (35%), Black (42%), Hispanic (60%), multiracial (30%), racially and ethnically minoritized (44%), and White (53%) samples. However, this trend was not sustained; application rate trends during the pandemic were significantly lower than prepandemic trends. Application rate trends for all MPH concentrations and the MPH in epidemiology concentration among non-US citizens were significantly higher during the pandemic than prepandemic. Our results highlight the need for innovative strategies to sustain MPH degree interest and a diverse applicant pool.

Employer Demand and Desired Skills for Public Health Graduates: Evidence From Job Postings.

Objectives. To determine whether job postings from employers seeking master of public health (MPH) graduates require skills aligning with Council on Education in Public Health (CEPH) competencies. Methods. I analyzed a data set of 70 343 job postings in the United States for MPH graduates from Lightcast, a data vendor that collects, cleans, and analyzes millions of job postings per year. I contrasted skills from the postings with CEPH competencies. Results. Most postings were from for-profit industry, academia and research, or hospitals and health care, with only 12% from government. The skills from job postings aligned well with CEPH competencies, but some CEPH competencies did not appear in the top skills in job postings. Conclusions. Although accredited public health degree programs provide key competencies demanded by employers, they can improve graduate employability by ensuring that their graduates also obtain specific technical skills listed in job postings. (Am J Public Health. Published online ahead of print October 3, 2024:e1-e6. https://doi.org/10.2105/AJPH.2024.307834).

A systematic mapping of public health master’s and structured doctoral programs in Germany

BackgroundWell-trained public health professionals are key to addressing both global and local public health challenges of the twenty-first century. Though availability of programs has increased, the population health science (PHS) and public health (PH) higher education landscape in Germany remains scattered. To date, no comprehensive overview of programs exists.ObjectivesThis study aimed to map PHS and PH master’s and structured doctoral programs in Germany, including selected program characteristics, curricula and target competencies.MethodsWe conducted a systematic mapping of PHS and PH programs in Germany following a prospectively registered protocol (https://doi.org/10.17605/OSF.IO/KTCBA). Relevant master’s and doctoral programs were identified by two study authors independently searching a comprehensive higher education database, which was, for doctoral programs, supplemented with a google search. For PHS programs, general characteristics were mapped and for the subset of PH programs, in-depth characteristics were extracted.ResultsOverall, 75 master’s and 18 structured doctoral PHS programs were included. Of these, 23 master’s and 8 doctoral programs focused specifically on PH. The majority of PHS master’s programs awarded a Master of Science degree (55 out of 75 programs). The PH master’s program curricula offered various courses, allowing for different specializations. Courses on topics like public health, epidemiology, health systems (research) and research methods were common for the majority of the master’s programs, while courses on physical activity, behavioral science, nutrition, and mental health were offered less frequently. Structured PH doctoral programs were mainly offered by medical faculties (6 out of 8 programs) and awarded a doctorate of philosophy (Ph.D.) (6 out of 8 programs). PH doctoral programs were very heterogeneous regarding curricula, entry, and publication requirements. There was a broad geographical distribution of programs across Germany, with educational clusters in Munich, Berlin, Bielefeld and Düsseldorf.ConclusionGermany offers a diverse landscape of PHS and PH master’s programs, but only few structured doctoral programs. The variety of mandatory courses and competencies in these programs reflect Germany’s higher education system’s answer to the evolving demands of the PH sector. This review may aid in advancing PH education both in Germany and globally.

Pursuit of a Dual Degree During Residency Training

Background: The increasing complexity of the health care system is requiring physicians to become more expansive and comprehensive in their knowledge. Public health awareness, biostatistics, and fiscal understanding including medical reimbursements are only small facets of the expertise physicians are needing to understand. Residency programs across the country are starting to permit the incorporation of graduate education into residency curricula. Residents in academic training programs are starting to have the opportunity to pursue a dual degree study in addition to their residency training. Despite the recognized need for well-rounded physicians and growing opportunities for master’s degree education concurrent with residency training, there is a lack of research regarding residents’ interest in pursuing concurrent degrees. Additionally, the resources that institutions offer repertoires needed to support residents during such endeavors are lacking. Objective: The purpose of this study was to elucidate current interest, resource availability, as well as barriers that Obstetrics and Gynecology (OBGYN) residents may come across when considering a dual degree opportunity during their residency. Methods: A comprehensive questionnaire of 28 items was developed by the researchers using a focus group. The innovative survey was sent to the program directors of all ACGME-accredited OBGYN programs in the US in an electronic format. The survey offered anonymity and easy online accessibility while being available for a total of four weeks (during the month of August 2022). A reminder was sent one week prior to the conclusion of data collection. Results: A total of 298 ACGME-accredited OBGYN programs were contacted with 52 individual responses received. The majority of the respondents identified as white females, with all respondents being under the age of 35. A total of 72% of respondents came from combined academic programs or strictly academic programs with 25% of respondents having initiated or completed additional graduate-level degrees at the time of the survey. Most programs did not mention the opportunity of pursuing a dual degree at the time of residency interviews, and over 50% of programs did not permit their residents to pursue another graduate study during their training. Of those permitting such an endeavor, criteria for pursuing the graduate degree included successfully completing the first year of residency and having a ‘passing’ CREOG score, whereas 40% of respondents were unsure of stipulations by their health systems. Regarding the source of the degree, 90% of respondents stated their residency institution did not have the setup or offer a combined dual degree program option, and &gt;75% of respondents reported a lack of tuition reimbursement for such growth opportunities. Whereas 38% of respondents would consider a dual degree option during residency training if available, 51% of those surveyed are interested in pursuing another degree only after residency, with time and cost being the biggest deterrent to pursuing a degree while in residency. Additionally, the platform utilized for the courses - online versus in-person – was another significant factor that plays a role. Regarding growth opportunities, the majority of respondents are interested in leadership roles and believe that supplementing their credentials, ideally with a Masters in Public Health. Conclusion: The increasing demand for physician knowledge outside of clinical medicine has slowly increased throughout the years. As a response, residency programs are beginning to integrate graduate classes and degrees into the training curriculum. Although a majority of residents appear to be interested in pursuing a graduate degree at some point in their career, their biggest concerns during residency include the time needed to devote to their studies and the cost of earning a graduate degree. It is also apparent through the survey that many programs have not been clear regarding the resources they offer for those who are interested in continuing graduate education during residency training. Recognizing the need for physicians to navigate studies outside of clinical medicine, residency programs need to establish more robust pathways for residents to pursue additional graduate education in fields including business, public health, and social work amongst others. Large-scale research will be needed to further investigate how programs can better support their residents’ interests as they diversify their knowledge base to support their clinical decision-making skills.

Association of Medical School Gap Year Research and Degree Programs With Otolaryngology Interview and Match Outcomes.

To investigate whether a gap year for either research or a master's degree is associated with interview offers or match outcomes among otolaryngology applicants. Using the Texas Seeking Transparency in Application to Residency (Texas STAR) database, we conducted a cross-sectional analysis of otolaryngology applicants from 2018 to 2022. Applicants were stratified based on the presence and type of gap year during medical school. Applicant characteristics, signaling, research productivity, and application costs were analyzed, with primary outcomes including number of interview offers and match status. Among 564 otolaryngology applicant respondents to the Texas STAR survey, 160 (28%) reported a gap year, including 64 (40%) applicants participating in a research year, 65 (41%) completing a Master of Public Health or Science (MPH and MSc), and 31 (19%) completing a Master of Business Administration, Education, or other degree (MBA and MEd). Gap-year applicants who completed a research year or MPH/MSc degree received more interview offers (P < .01) than MBA, MEd applicants, or those without a gap year. Applicants with a research year had the most publications, oral presentations, abstracts, posters, and research experiences (all P < .01). When controlling for USMLE scores, clerkship honors, and applications submitted, applicants completing a research year or an MPH/MSc-degree received increased interview offers (P < .01). No significant differences were seen in expenditures or match rates. Research and MPH/MSc gap years were associated with increased residency interview offers but not increased match success. Further longitudinal studies are needed to assess how yearlong experiences affect long-term career outcomes.

ETC 05 - Development of a Preliminary Masters of Public Health (MPH)-Infection Prevention and Control (IPC) Competency Framework

ETC 05 - Development of a Preliminary Masters of Public Health (MPH)-Infection Prevention and Control (IPC) Competency Framework

A 12-year follow up of principles learned in a pediatric dentistry Master of Public Health dual degree program applied to professional practice.

Dental public health professionals play a critical role in preventing and controlling oral diseases. The purpose of this study was to assess the application of public health principles learned in a pediatric dentistry Master of Public Health (MPH) dual degree program to professional practice upon graduation. Semi-structured interviews were conducted with pediatric dentistry/MPH dual degree alumni who graduated from the program between 2012 and 2023. Interview questions inquired about characteristics of patient population, location of providers' clinic/organization, whether the program was worthwhile to their practice and application of principles learned in the program to their professional practice. Twenty of the 22 program alumni agreed to be interviewed. All alumni thought the program was extremely worthwhile to their practice. They felt the MPH component of the program gave them the public health background and tools they needed to provide comprehensive and holistic care to their patients. Additionally, all alumni reported applying the public health principles they learned in the program to their professional practice through leadership roles, research and teaching that focuses on oral disease prevention and the promotion of dental health. Given the importance of a dental public health professionals' role in reducing oral health disparities at the population level, more pediatric dentistry MPH dual degree programs are urgently needed. Additionally, more research is necessary to demonstrate the effectiveness of these programs, which will be critical to helping ensure the value of a dual degree in dentistry and public health is recognized and promoted worldwide.

A Discussion with Dr. Natasha Kekre, Hematologist and Clinician Scientist.

[Figure: see text] Dr. Natasha Kekre has been appointed to the Department of Medicine in the Division of Hematology, within the Transplant and Cellular Therapy Program at The Ottawa Hospital since 2015. She is also a scientist within the Ottawa Hospital Research Institute and an associate professor of medicine at the University of Ottawa. She completed her Bachelor's in Science at the University of Windsor then obtained her medical degree from the University of Ottawa. She trained at the University of Ottawa in Internal Medicine and Hematology, then did fellowship in stem cell transplantation at Dana Farber Cancer Institute in Boston, MA with a Masters in Public Health from Harvard University. Her research is focused on developing early phase clinical trials and moving home grown therapeutic strategies from the lab to patients in the clinic. She has collaborated with scientists and physicians across Canada to build a Canadian CAR-T cell platform (chimeric antigen receptor T cells are immune cells engineered to kill cancer cells), bringing this exciting new therapy to Canadian patients.

Mapping competency in public health training – experience of the Europubhealth consortium

BackgroundPublic 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 (EPH) consortium, eight universities collaborate for the delivery of a 2-year international public health master course. The training pathway includes a first “foundation” year, with a choice of four options (components), and a second “specialisation” year with a choice of seven components. In 2020, EPH consortium decided to use the WHO-ASPHER framework in order to map the competencies addressed and the level of proficiency targeted by each component of its master course.MethodsAn 84-item questionnaire covering the whole WHO-ASPHER framework was sent to the 11 EPH component coordinators, asking them to rate the proficiency levels targeted at the end of their courses. Answers from each coordinator were summarised by calculating mean proficiency levels for each of the 10 competency sections. We used Bland & Altman plots to explore heterogeneity of answers and then calculated transformed scores to account for rating heterogeneity. We use tabulation and a heat map to explore patterns of proficiency levels across components.ResultsThere were differences in overall proficiency levels between years with, as expected, higher scores in year two. Year one components reached medium to high proficiency scores for the sections “science practice”, “health promotion” and “communication” with scores ranging from 2.6 to 3 (on a 1-low to 4-high scale). When compared with year one on a heat-map, year two components displayed more contrasted profiles, typically aiming for high proficiency level (i.e. scores above 3.5) on 3 out of the 10 sections of competencies. Except for the “collaborations and partnership” section, the training pathways offered by the EPH master course seem to offer opportunities for a high proficiency level in all domains of competencies.ConclusionsThe mapping proved a useful exercise to identify strengths and complementarities among the EPH consortium. The results suggest that the EPH master course is coherent and offers students opportunities to gain proficiency in most competencies relevant to public health practice.

Job preferences of master of public health students in China: a discrete choice experiment

BackgroundThe shortage of public health personnel and the uneven distribution between urban and rural areas are thorny issues in China. Master of public health (MPH) is an integral part of public health human resources in the future, and it is of far-reaching significance to discuss their work preferences. The present study wants to investigate the job preference of MPH, understand the relative importance of different job attributes, and then put forward targeted incentive measures.MethodsDiscrete choice experiment (DCE) was used to evaluate the job preference of MPHs in two medical colleges in Liaoning Province. Attributes include employment location, bianzhi, working environment, career development prospects, work value and monthly income. Thirty-six choice sets were developed using a fractional factorial design. Mixed logit models were used to analysis the DCE data.ResultsThe final sample comprised 327 MPHs. All the attributes and levels included in the study are statistically significant. Monthly income is the most important factor for MPHs. For non-economic factors, they value career development prospects most, followed by the employment location. Respondents’ preferences are heterogeneous and influenced by individual characteristics. Subgroup analysis showed that respondents from different family backgrounds have different job preferences. Policy simulation suggested that respondents were most sensitive to a salary increase, and the combination of several non-economic factors can also achieve the same effect.ConclusionsEconomic factors and non-economic factors significantly affect the job preference of MPHs. To alleviate the shortage and uneven distribution of public health personnel, more effective policy intervention should comprehensively consider the incentive measures of the work itself and pay attention to the individual characteristics and family backgrounds of the target object.

Public health and research ethics education: the experience of developing a new cadre of bioethicists at a Ugandan institution

Research ethics education is critical to developing a culture of responsible conduct of research. Many countries in sub-Saharan Africa (SSA) have a high burden of infectious diseases like HIV and malaria; some, like Uganda, have recurring outbreaks. Coupled with the increase in non-communicable diseases, researchers have access to large populations to test new medications and vaccines. The need to develop multi-level capacity in research ethics in Uganda is still huge, being compounded by the high burden of disease and challenging public health issues. Only a few institutions in the SSA offer graduate training in research ethics, implying that the proposed ideal of each high-volume research ethics committee having at least one member with in-depth training in ethics is far from reality. Finding best practices for comparable situations and training requirements is challenging because there is currently no “gold standard” for teaching research ethics and little published information on curriculum and implementation strategies. The purpose of this paper is to describe a model of research ethics (RE) education as a track in an existing 2-year Master of Public Health (MPH) to provide training for developing specific applied learning skills to address contemporary and emerging needs for biomedical and public health research in a highly disease-burdened country. We describe our five-year experience in successful implementation of the MPH-RE program by the Mbarara University Research Ethics Education Program at Mbarara University of Science and Technology in southwestern Uganda. We used curriculum materials, applications to the program, post-training and external evaluations, and annual reports for this work. This model can be adapted and used elsewhere in developing countries with similar contexts. Establishing an interface between public health and research ethics requires integration of the two early in the delivery of the MPH-RE program to prevent a disconnect in knowledge between research methods provided by the MPH component of the MPH-RE program and for research in ethics that MPH-RE students are expected to perform for their dissertation. Promoting bioethics education, which is multi-disciplinary, in institutions where it is still “foreign” is challenging and necessitates supportive leadership at all institutional levels.

Carrot Health: digitizing health care through consumer analytics

Theoretical basis The case is designed to be used with the digital business model framework developed by Peter Weill and Stephanie Woerner of Massachusetts Institute of Technology (MIT) (Weill and Woerner, 2015) and is referred to as the W &amp; W framework. This approach provides a useful structure for thinking through the strategic options facing environments ripe for digital transformation. Research methodology Research for this case was conducted through face-to-face interviews with the protagonist, as well as through a review of their business planning documents and other data and documentation provided by the founder. Some of the market and industry data were obtained using secondary research and industry reports. Interviews were digitally recorded and transcribed to ensure accuracy. Case overview/synopsis The case follows the story of Kurt Waltenbaugh, a Minnesota entrepreneur who shared the dream of using data analytics to reduce costs within the US health-care system. In early 2014, Waltenbaugh and a physician colleague founded Carrot Health to bring together their personal experience and expertise in both consumer data analytics and health care. From the beginning, they focused on how to use data analytics to help identify high-risk/high-cost patients who had not yet sought medical treatment. They believed that they could use these insights to encourage early medical interventions and, as a result, lower the long-term cost of care. Carrot’s initial success found them in a consultative role, working on behalf of insurance companies. Through this work, they honed their capabilities by helping their clients combine existing claims data with external consumer behavioral data to identify new potential customers. These initial consulting contracts gave Carrot the opportunity to develop its analytic tools, business model and, importantly, to earn some much-needed cash flow during the start-up phase. However, they also learned that, while insurance companies were willing to purchase data insights for one-off market expansion projects, it was much more difficult to motivate them to use data proactively to eliminate costs on an ongoing basis. Waltenbaugh believed that Carrot’s greatest potential lay in their ability to develop predictive models of health outcomes, and this case explores Carrot’s journey through strategic decisions and company transformation. Complexity academic level This case is intended for either an undergraduate or graduate course on entrepreneurial strategy. It provides an effective introduction to the unique structure and constraints which apply to an innovative start-up within the health-care industry. The case also serves as a platform to explore the critical criteria to be considered when developing a digital transformation strategy and exposing students to the digital business model developed by Weill and Woerner (2015) at MIT (referred to in this instructor’s manual as the W&amp;W framework). The case was written to be used in an advanced strategy Master of Business Administration (MBA) class, an undergraduate specialty health-care course or as part of a health-care concentration in a regular MBA, Master of Health Care Administration (MHA) or Master of Public Health (MPH). It may be taught toward the end of a course on business strategy when students are building on generic strategy frameworks and adapting their strategic thinking to the characteristics of specific industries or sectors. However, the case can also be taught as part of a course on health-care innovation in which case it also serves well as an introduction to the health-care payments and insurance system in the USA. Finally, the case can be used in a specialized course on digital transformation strategy in which case it serves as an introduction to the MIT W&amp;W framework. The case is particularly well-suited to students who are familiar with traditional frameworks for business strategy and business models. The analysis builds on this knowledge and introduces students interested in learning about the opportunities and challenges of digital strategy. Equally, the case works well for students with clinical backgrounds, who are interested in how business strategy can influence changes within the health-care sphere. Finally, an important aspect of the case design was to develop students’ analytical confidence by encouraging them to “get their hands dirty” and to carry out some basic exploratory data analytics themselves. As such, the case requires students to combine and correlate data and to experience the potentially powerful combination of clinical and consumer data. Instructors should find that the insights from these activities give students unique insights into the potential for of data analytics to move health care from a reactive/treatment ethos to a proactive/intervention ethos. This experience can be particularly revealing for students with clinical backgrounds who may initially be resistant to the use of clinical data by commercial organizations.

Educating tomorrow's public health professionals to utilize the arts for health.

Momentum has been building over the last few years around capitalizing on the arts for improving health and wellbeing. But how are public health professionals to develop the skills needed to utilize the arts? In this article, Annie Harrison and Hannah Waterson discuss the evidence for the use of arts in health and describe 'Arts and Public Health' an optional module of the University of Manchester: Master of Public Health designed to equip students to meet the arts and health challenge.

Academic Burnout Among Master of Public Health Students

ABSTRACT Background Burnout, a condition characterized by emotional exhaustion, reduced personal accomplishment, and depersonalization, has been studied in the workplace and among medical professionals; however, it has yet to be extensively studied within Master of Public Health (MPH) students. Purpose The purpose of this study was to investigate the prevalence and characteristics related to burnout among MPH students. Methods Participants were selected from those students enrolled in or alumni from an MPH program. A survey, which included demographic questions and the Maslach Burnout Inventory-Student Scale, was used for this study. Data were collected using the Qualtrics survey software and analyzed using IBM SPSS v. 29. Results Thirty-six participants completed the survey. Study results showed that 22% of the participants indicated feeling emotionally drained every day while in the MPH program, over 50% considered dropping from the MPH program, and 13% had taken steps to drop from the MPH program. Moreover, while nearly 97% of study respondents indicated having experienced symptoms related to burnout and 93% indicated knowing about on-campus counseling services, only 27% used the counseling services. Discussion Burnout was found among the study population with several factors contributing to its presence. The findings suggest it is imperative for graduate programs to pay attention to and address this issue which may impact a student’s ability to successfully complete their program. Translation to Health Education Practice The study highlights the need for the implementation of health education strategies to address burnout among MPH students. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars

The Learning Collaboratory: developing and evaluating public health students' skills while promoting community health.

Complex and continuous developments in health and healthcare require innovative changes in programs that educate public health scientists and professionals. Public health change agents need critical competencies to confront today and tomorrow's leading problems including leadership, communication, interprofessional practice, and systems thinking. Public Health training programs teach competencies through their applied field experience and culminating project, typically late in the program, and often implemented in isolation from peers and faculty. Objectives and skills do not always align closely with community-based program needs. Students pursuing a degree in science in public health need to deeply comprehend multi-dimensional and interconnected systemic problems and communicate with diverse stakeholders across disciplines to produce relevant community-engaged research. The University of Miami Public Health Learning Collaboratory (LC) was established to transform the learning experience of public health master's students by providing opportunities to develop necessary core skills for effective public health practice early in their training, while applying these skills to address real-world public health needs in the community. Spanning an average of 3 semesters, the LC promotes student involvement in collaborative and impactful capstone and thesis projects. Practice-based teaching and service learning are central approaches to teaching cross-cutting competencies of leadership, communication, problem solving, collaboration, and systems thinking in public health. Significant to the approach is the engagement of previous cohorts of senior students to teach back to junior students, further integrating concepts learned. Long term alumni feedback recognized strengths of the program, including its structure, teamwork & collaboration, critical thinking & problem solving, guidance, nurture & support, teaching back, and content & curriculum. Community partners agreed the LC prepared students to practice in the field of public health. The LC is a promising model for master's level public health education and community application, given the opportunities it provides to strengthen and integrate students' public health skills in a supportive environment, and enhance the transferability and sustainability of student and faculty's community public health work.

Public health qualifications, motivation, and experience of pharmacy professionals: exploratory cross-sectional surveys of pharmacy and public health professionals

BackgroundPharmacy professionals (pharmacists and pharmacy technicians; PPs) are recognised for delivering public health interventions (micro level). There is increased policy focus on population health management, but limited knowledge regarding the role of PPs within UK's public health meso and macro levels. This study aimed to explore UK PPs’ public health qualifications, specialisations, and motivations and barriers to pursuing advanced public health practice. MethodsIn this cross-sectional study, we developed and piloted two surveys, and we disseminated them separately via email to UK pharmacy and public health networks and social media, between June 19, and Oct 26, 2021. PPs with an interest or experience in public or population health were invited to participate in the study. We asked PPs questions about public health qualifications, specialisations, motivations, and barriers, and we also asked PHPs for opinions regarding the value of specialist public health skills for PPs. Numerical data were summarised, and responses collated into themes. NHS Health Research Authority tool identified ethics approval not required; and the questionnaire included consent request. Findings128 PPs (85% pharmacists) and 54 PHPs responded. Of the PPs who responded, 90 (70%) were female and 35 (27%) were male; 62 (48%) were White British, 19 (14%) were Asian or Asian British, 14 (12%) were Black or Black British. They worked in primary care (34%, n=43), secondary care (26%, n=33), Community Pharmacy (13%, n=16), and public health bodies (13%, n=16). Overall, 34 (27%) of 128 PPs (32 pharmacists; 2 pharmacy technicians) possessed public health qualifications (MPH, PhD). Motivations for these qualifications were ambition to work as PP in public health PP (31%; 17/55 respondents), public health as alternative career (29%; 16/55), general interest (27%; 15/55) recommended or required for current role (11%; 6/55). Themes of barriers included limited training opportunities and poor career pathways. For the PHP survey, 36 (67%) of 54 were female and 16 (30%) were male. They worked as Consultants or Directors (28%, n=15), Registrars (24%, n=13), Practitioners (15%, n=8). 45 (87%) of 52 PHP respondents agreed that specialist PPs in public health would be beneficial to public health; 13 (45%) of 29 respondents recommended a public health Master's degree, eight (27%) recommended experience or postgraduate modules in health economics and health inequalities, three (10%) recommended credentialing for PPs to specialise. InterpretationFindings suggest responding PPs are motivated to advance in public health practice, despite barriers. Collaboration with PHPs and development of communities of practice might address barriers identified and contribute to advanced public health practice for PPs, supporting the increased focus on population health management in the UK. Limitations include the exploratory nature of the study, and the fact that PPs responding to public health surveys might be more motivated to advance in public health practice than those not responding. FundingNHS England and UK Health Security Agency.

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 &amp;gt; 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.

Current issues related to education in the five core disciplines of public health at the school of public health in a private university

Objectives In Japan, schools of public health (SPH) have engaged in professional education focusing on five core disciplines: epidemiology, biostatistics, social and behavioral science, health policy and management, and occupational and environmental health. However, empirical information is lacking regarding the current state of this education and its associated challenges in Japan. In this article, we showcase this issue, using the master of public health (MPH) course at Teikyo University Graduate School of Public Health (Teikyo SPH) as an example.Methods We summarized the current objectives and classes required to complete the MPH course at Teikyo SPH, using the course guideline published in 2022. Current issues and possible future directions in the course were summarized based on the opinions of Teikyo SPH faculty members.Results For epidemiology, lectures and exercises were designed to focus on how to formulating public health issues, collecting and evaluating data, and causal inference. Issues related to the design included ensuring that students had the necessary skills to apply epidemiology to emerging issues, and catching the course up with evolving techniques. For biostatistics, lectures and exercise classes focused on understanding data and statistics, as well as performing analyses. Issues included the understanding of theories, setting the course level, and a lack of appropriate education materials for emerging analytical methods. For social and behavioral science, lectures and exercise classes focused on understanding human behaviors and actions for problem solving. Issues included learning various behavioral theories in a limited timeframe, the gap between the lectures and various needs, and nurturing professionals who had the skills to perform in practical settings. For health policy and management, lectures, exercise classes, and practical training classes focused on identifying and solving problems in the community and around the world, and on integrating the disparate viewpoints of health economics and policy. Issues included few alumni who actually found work globally, a lack of students working in local or central administrations, and insufficient perspectives on rational/economic thinking and macro-economic transitions. For occupational and environmental health, lectures, exercise classes, and practical training classes focused on learning the occupational and environmental impacts of public health issues, and their countermeasures. Challenges included enriching the topics with regard to advanced technologies, environmental health, and socially vulnerable populations.Conclusion Through these reflections on MPH education at Teikyo SPH, the following recommendations are considered essential in order to prepare improvements to the program: reorganizing the curriculum to meet the needs of the day, accepting students with various backgrounds, addressing the increasing knowledge and skills that need to be acquired by the students, and enhancing the powers of professors to implement changes.