Master Of Public Health Research Articles

Determination of Admission Criteria for Global Public Health Master at the University of Georgia

Abstract Background Recent events in the world, wars, pandemics, have once again raised the issue of the need for competent human resources in global public health (GPH). In Georgia, there are master’s degree programs in public health where global health is mostly offered as an elective or core course of the curriculum. University of Georgia (UG) is involved in the ERASMUS + project in GPH (BACE). UG initiated to create new GPH Master Program, which will be response towards local, regional and international challenges and demand. Objective Main objective of developing GPH program was to address and meet national and international global health education needs and challenges. The aim of the study was to identify evidence-based prerequisites for the MPH in GPH (UG). We conducting document review based on the GPH competency model (GPHCM) and evaluated: 1) GPH & MPH programs of the top 20 world university ranking (THE/2022); 2) CUGH associated programs; 3) Georgian MPH programs; 4) Georgian education documents (such as Georgian National Qualifications Framework (GNQF)); 5) Main directions of career development in global health. In addition, interviews with national experts were conducted (in education, employment, program leaders) using the Delph method. Results Study found that depending on the scope and content of the program, prerequisites for obtaining MPH in GPH varies. In addition to English competence and a high GPA, working or research experience or interviews or additional exams or other are required. In Georgia, there is no adopted GPHCM, but GNQF allows the establishment of MPH in GPH. UG new Master program (120 ECTS) will include 99 ECTS core (including research practicum & thesis) and 21 ECTS elective courses based on 6 domains of GPHCM. The program will mostly focus on population health management at a global level. Conclusions Study findings suggest any undergraduates with appropriate conditions could be eligible for admission to the UG (MPH in GPH). Key messages • UG admission prerequisites for Health Science undergraduates: National entrance exam, English proficiency B2, working experience and motivation letter. • UG additionally admission prerequisites for Health Science undergraduates: basic knowledge epidemiology and medical terminology (if credits available or test).

Motivation to enrol in a Master of Public Health postgraduate programme at a South African university

Background. In the context of a curriculum embedded in social perspectives linked to validated Master of Public Health (MPH) competencies, blended learning is used for learning and teaching. However, in a changing technological environment and embarking on the Fourth Industrial Revolution, it becomes imperative to understand the target audience using blended learning as a postgraduate learning environment. Curriculum restructuring and redesign have to take into account changing patterns in the context, environment and target audience for postgraduate programmes in public health.Objectives. To determine the demographic profile of master’s-level postgraduate public health students and their motivation for enrolling into a postgraduate programme.Methods. The study is a retrospective quantitative descriptive research design using secondary data from the application forms of all registered MPH postgraduate students enrolled for the degree from 2015 to 2019. Secondary data analysis was performed using descriptive analysis to calculate frequency, percentages, means and ranking order.Results. One hundred and eighty-four student records were analysed over the study period, with a 55% female and 45% male gender representation. South African students comprised 38% of the total number of students enrolled during the study period. The motivation to enrol in the MPH programme was to improve public health practice, specifically in the field of promotive and preventive aspects of public health. Further research into the motivation to enrol in a distance-learning postgraduate programme is required.Conclusion. The MPH programme attracts regional and international students from multidisciplinary fields, thereby improving public health practice by moving beyond clinical practice.

Influence of Preventive Medicine Residency Programs and Combined Master of Public Health Programs on Specialty Selection

To determine medical school characteristics that may result in graduates entering the specialty of public health and general preventive medicine (PH&GPM), the authors conducted an analysis comparing the presence of affiliated preventive medicine residency programs and combined Master of Public Health degree programs with the likelihood of graduates entering the specialty of PH&GPM. Using data from the American Board of Preventive Medicine and publicly available information on medical schools and residencies, in spring 2022, the authors compared medical schools that produced PH&GPM physicians with the presence of a PH&GPM residency program, the presence of any preventive medicine residency (public health and general preventive medicine or occupational medicine or aerospace medicine), and the presence of a combined Doctor of Medicine‒Master of Public Health or Doctor of Osteopathic Medicine‒Master of Public Health program. Between 2017 and 2021, there were 385 physicians newly board certified in PH&GPM, 210 medical schools, and 75 preventive medicine residencies. The 385 physicians graduated from 110 of the 210 medical schools. Analyses showed statistically significant associations between medical schools that graduated PH&GPM physicians and the presence of PH&GPM residencies (OR=3.74; 95% CI=1.61, 8.69), all preventive medicine residencies (OR=2.75; 95% CI=1.37, 5.51), and combined degree programs (OR=4.37; 95% CI=2.45, 7.79). Because PH&GPM residency programs affiliated with medical schools are a significant factor associated with PH&GPM physicians obtaining board certification, such analyses may provide critical guidance in the utilization of resources intended to produce more physicians certified in this specialty.

Teaching Social Marketing Using E-Service Learning Amidst Health and Humanitarian Crises: A Case Study from Lebanon.

We present the design, implementation, and evaluation of an e-service learning course, “Social Marketing for Health Promotion”, offered to full-time and part-time students enrolled in the Master of Public Health at our institution. In a quasi-experimental trial, we introduced e-service learning in 2018, comparing a traditional face-to-face section to a blended course (33% online). Based on the positive feedback received, we progressively increased the online component in the following academic years, reaching 100% online in Fall 2020. We compared the quantitative and qualitative indicators evaluating three e-service learning-course iterations with a face-to-face control. The impact indicators included participation and engagement in the course, the attainment of the learning outcomes, satisfaction with the course, instructors and mode of delivery, and the impact of the experience beyond the classroom. Over the years, we trained 73 students whose engagement with the course remained relatively stable. The attainment of the learning outcomes and general course satisfaction steadily increased over time, demonstrating a positive impact on student learning. Qualitative data illustrate the importance of instructors in setting expectations and guiding students and community partners through a remote-learning process.

Master of Public Health Education in the United States Today: Building Leaders of the Future.

For decades, there have been calls to action to change the status quo of public health education in the United States to respond to workforce needs and help reinforce capacity. During the last 10 years, schools and programs of public health have planned and implemented programmatic and curricular changes. This study explored the focus of master of public health (MPH) education in the United States today. We used a 3-phase mixed-methods study to compile data to describe the current state and focus of MPH education in the United States via survey data collection (November-December 2019), semistructured interviews (January-February 2020), and document reviews. Survey responses represented at least 43% (93/215) of eligible MPH programs in the United States. Most respondents (86%, 99/115) reported that the primary focus of MPH education in the United States is to prepare graduates for public health practice and employment linked to public health, and 54% (59/109) reported that their MPH programs adopted this focus in the last 5 years. MPH programs invested in student learning, competence development, and supporting workforce readiness, including a focus on leadership abilities. Programs noted that they seek to develop strategic thinkers and engaged leaders with abilities to understand and address emergent public health needs. Public health education in the United States is in a period of change. MPH programs reported responding to workforce needs by closing gaps in workforce capacity and developing compassionate and professional leaders who can understand needs, collaborating with communities, and facilitating action that will ameliorate health disparities and promote social injustice by practicing public health in new ways.

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.

How much are senior UK public health professionals taught about mental health?

Directors, consultants and specialists in public mental health play a major role in developing and implementing local and national mental health policy. This study focuses on what academic training they receive about mental health via Master of Public Health (MPH) programmes. If you are a clinical psychologist involved in teaching on a MPH course we would be interested in hearing about your experiences.

Gifty Kwakye, MD, MPH, FACS, FASCRS.

Dr. Gifty Kwakye is an Associate Professor of Surgery at the University of Michigan and serves as the Medical Student Clerkship Director for the Surgery Department and the Director for Medical Student Programs in the Office for Health Equity and Inclusion. She was born in Ghana, Africa, and completed her secondary school education there prior to moving to the United States in pursuit of her dream of becoming a doctor. Dr. Kwakye obtained both her undergraduate and medical degrees from Yale University, and holds a Master of Public Health from Johns Hopkins Bloomberg School of Public Health in Baltimore, MD. She is board certified in General Surgery after completing her General Surgery Training at Brigham and Women's Hospital in Boston, MA, as well as Colorectal Surgery, completing her training at the University of Minnesota.

An overview of public health education in South Asia: Challenges and opportunities.

Over the past two decades, there has been an increased demand for Public Health Education (PHE) in South Asia. While this region has a large number of Public Health (PH) institutions, the quality of PHE has not been aligned with the core PH competencies. In this article, we present an overview of Master of Public Health (MPH) programs across South Asian countries. An extensive systematic search on various web search engines regarding PH course offerings was conducted, including specific institute and educational websites. By 2021, more than 180 institutions in South Asia provided an MPH degree. Most of these institutions/universities were found in India, Pakistan, and Bangladesh, and a few among these institutions were established as independent Schools of Public Health (SPH), separate from medical colleges, and had a multidisciplinary faculty. But, dedicated training facilities in the specialized field of public health were not found in most of these institutions. Generally, a well-defined MPH curriculum is not currently available except in India where the University Grants Commission (UGC) guideline for a model MPH curriculum has been proposed by the Ministry of Health and Family Welfare. The entry criteria for an MPH degree in India is accepting students in multidisciplinary fields, while in other South Asian countries this is primarily restricted to medical/paramedical students with a basic understanding of preventive medicine. The aim of this review was to document the current and future PHE opportunities and challenges in South Asia.

Prevalence and characteristics of advocacy curricula in Australian public health degrees.

Public health advocacy is a fundamental part of health promotion practice. Advocacy efforts can lead to healthier public policies and positive impacts on society. Public health educators are responsible for equipping graduates with cross-cutting advocacy competencies to address current and future public health challenges. Knowledge of the extent to which students are taught public health advocacy is limited. To determine whether advocacy teaching within public health degrees matches industry needs, knowledge of pedagogical approaches to advocacy curricula is required. This study sought to understand the extent to which advocacy is taught and assessed within Australian public health degrees. Australian public health Bachelor's and Master's degrees were identified using the CRICOS database. Open-source online unit guides were reviewed to determine where and how advocacy was included within core and elective units (in title, unit description or learning outcomes). Degree directors and convenors of identified units were surveyed to further garner information about advocacy in the curriculum. Of 65 identified degrees, 17 of 26 (65%) undergraduate degrees and 24 of 39 (62%) postgraduate degrees included advocacy within the core curriculum, while 6 of 26 (23%) undergraduate and 8 of 39 (21%) postgraduate offered no advocacy curriculum. Australian and international public health competency frameworks indicate advocacy curriculum should be included in all degrees. This research suggests advocacy competencies are not ubiquitous within Australian public health curricula. The findings support the need to advance public health advocacy teaching efforts further.

Assessing the Perception of Pharmacy Students on Launching a Doctor of Pharmacy/Master of Public Health Dual Degree Program in Saudi Arabia: A Multi-Institutional Cross-Sectional Study

There is a lack of Doctor of Pharmacy (PharmD) and Master of Public Health (MPH) dual degree programs in Saudi Arabia. This study aims to examine current pharmacy students’ perceptions regarding establishing such a program and the perceived limitations and advantages of pursuing such a degree. We conducted a cross-sectional web-based short survey to assess the feasibility of establishing a PharmD/MPH dual degree program in several randomly selected pharmacy schools in Saudi Arabia. Our cohort consisted of 657 students. Almost 56% were males, and nearly 58% were fourth-year pharmacy students. Close to 85% had a “very well” or “well” understanding regarding the pharmacist’s role in the public health area, and almost 70% stated that they see themselves playing a role in public health as a future pharmacist. Nearly 93% reported that they are either “very likely” or “likely” to enroll in such a program if given the opportunity. Almost 80% felt it would increase their job opportunities. On the other hand, close to 70% felt it would increase workload and stress. This study highlights pharmacy students’ positive perceptions regarding establishing a PharmD/MPH dual degree program in Saudi Arabia. The study results could be utilized as the starting point to propose and establish this program to health education policymakers in Saudi Arabia.

A New Baseline: Master of Public Health Education Shifting to Meet Public Health Needs.

Schools and programs of public health have been preparing graduates to join the workforce for a century, but significant gaps in numbers and abilities exit. Many have called for a change to the status quo, to transform public health education to create a competent workforce able to address current and emergent needs. This study explored if Master of Public Health (MPH) programs have shifted their program design, curriculum, and/or instructional methods (instructional design), and if so, how and why. A sequential mixed-methods study. MPH programs accredited by the Council on Education for Public Health, and approved applicants. Some 43% of accredited MPH programs in the United States (n = 115) responded to the online survey (open November 21, 2019-December 20, 2019), providing a representative sample. Stratified purposeful sampling was used to select 8 MPH programs for follow-up semistructured interviews. Categorical and qualitative data were analyzed for trends, association, and themes. Degree of, types of, and reasons for shifts in MPH program instructional design considered and implemented. MPH programs in the United States have shifted their approaches and curriculum to meet identified and emergent workforce needs. In the last 5 years, 81% made changes to program design (focal competencies, admissions, graduation criteria), 88% to curriculum (added or removed courses, changed course content), and 65% to pedagogical methods (where and how learning is supported). Despite concerns about stagnation, MPH programs have shifted to competency-based education aligned with workforce needs, have adapted approaches to support diversity of future workers, and are focused on bolstering workforce readiness. These changes were made to enhance focus on knowledge acquisition, skills building, and professionalism, factors recognized as critical for success, and facilitate more engaged pedagogical strategies, working with communities for impact.

Education of Future Public Health Professionals Through Integrated Workshops

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

Educational Outcomes of a 4-Year MD-MPH Dual-Degree Program: High Completion Rates and Higher Likelihood of Primary Care Residency.

In 2007, University of Texas Health Science Center Houston School of Public Health at San Antonio (UTHealth SPH) and UT Health San Antonio Long School of Medicine (LSOM) designed and implemented a 4-year dual MD and Master of Public Health (MPH) program. Dual MD-MPH programs wherein students can receive both degrees within 4 years are unique, and programmatic evaluation may have generalizable implications for accredited MD-MPH programs. Demographic information was collected from UTHealth SPH and LSOM student data. The primary outcome variable was MD-MPH program completion in 4 years. Comprehensive Basic Science Examination (CBSE) scores, United States Medical Licensing Examination Step 1 and Step 2 scores, and successful primary care residency match data were compared between MD-MPH and MD-only students. Family medicine, internal medicine, obstetrics-gynecology, and pediatrics were considered primary care residencies, and an analysis excluding obstetrics-gynecology was also conducted. Of 241 MD-MPH students enrolled 2007-2017, 66% were women, 22% Hispanic, and 10% African American. Four-year MD-MPH program completion occurred for 202 (93% of eligible) students; 9 (4.1%) received MD only, 3 (1.4%) received MPH only; and 4 (1.8%) received neither. MD-MPH students' median CBSE score was 2 points lower than for MD-only students (P = .035), but Step 1 and 2 scores did not differ. Primary care residency match was more likely compared with MD-only students, both including and excluding obstetrics-gynecology (odds ratio [OR]: 1.75; 95% confidence interval [CI]: 1.31, 2.33; and OR: 1.36; 95% CI: 1.02, 1.82, respectively). The 4-year MD-MPH program retains and graduates a socioeconomically and racial/ethnically diverse group of students with a 93% success rate. MD-MPH graduates were more likely to pursue primary care residency than non-dual-degree students, which may have implications for addressing population health disparities.

Students’ views about alternates to traditional dissertation for Master in Public Health: results of a virtual focus group

ABSTRACT A traditional dissertation remains a component of most Master in Public Health programmes, but there is increasing interest and use of alternatives. A virtual focus group of six students studying an online distance Master in Public Health explored their perceptions about dissertations and preferences for alternatives. Students value the dissertation as a means of consolidating learning and focusing in-depth on chosen topics. Alternatives were viewed as attractive but not always practical. Participants felt that additional options need to be accompanied by guidance to ensure students make the most appropriate choice for their future. Three types of students with different needs emerged; students aspiring to progress to a PhD should do a traditional dissertation, students already employed in a relevant role may choose a work-based dissertation or replace the dissertation with taught units, and students doing the master to increase their employability could choose a placement-based dissertation or replace the dissertation with work experience reflection. Innovations that introduce alternatives to the traditional dissertation would be welcomed by MPH students studying online, but they would need to be accompanied by suitable career advice to ensure students choose the most appropriate route for their future aspirations.

A perspective on Master of Public Health (MPH) Graduates in India: Current role and way head

The public health sector of any country deals on the forefront and utilizes the multidisciplinary approach. In India the Masters of Public Health graduates are trained in unstandardized manner and lack a regulatory body. The gap created in serving the unserved can easily be fulfilled by utilization of this workforce in systematic manner, The emerging competition in the field, undervalued sector in terms of monitory benefits, poor demand and limited training institutions for MPH graduates along with the contribution of MPH during COVID 19 pandemic has been emphasized in the article. The perception of those working in the field has been highlighted with the way ahead of MPH program in India.

"I Was Learning Every Step of the Way": Student Perceptions About a New Required Foundational Master of Public Health Program Planning Course.

Tulane University School of Public Health and Tropical Medicine created a program planning course required for all master of public health (MPH) students to address the revised 2016 Council on Education for Public Health (CEPH) foundational competencies. The objective of this study was to examine students' feedback on this new class based on their reflective writing. Students across 3 class sections during 3 semesters (fall 2018, spring 2019, and fall 2019) wrote a reflection paper as a final assignment about their course experience (N = 102). We conducted a conventional qualitative content analysis of deidentified student responses to systematically examine themes in the overarching areas of what students found valuable about the course and what they would want to be improved. We calculated frequency counts of themes to further contextualize the findings. Students found the following aspects of the course valuable: a positive perception shift toward program planning (93.1%), new transferable career skills (87.3%), the course format (77.5%), course content (69.6%), working in teams (52.0%), course assignments (47.1%), and the instructional team (31.4%). Critiques included the following: more support for course assignments (39.2%), challenges of working in teams (27.5%), aspects of the course format (25.5%), gaps in course content (19.6%), and wanting more consultations with the instructional team (5.9%). About 14% of students stated there was nothing or little they would change about the course. Overall, the course received positive feedback from students. They identified several valuable course components and areas that could be enhanced, which we have worked to improve. We offer the course as a potential model for how schools and programs of public health can meet the 2016 CEPH competencies.

Strengthening institutions for public health education: results of an SWOT analysis from India to inform global best practices

BackgroundDeveloping public health educational programs that provide workers prepared to adequately respond to health system challenges is an historical dilemma. In India, the focus on public health education has been mounting in recent years. The COVID-19 pandemic is a harbinger of the increasing complexities surrounding public health challenges and the overdue need to progress public health education around the world. This paper aims to explore strengths and challenges of public health educational institutions in India, and elucidate unique opportunities to emerge as a global leader in reform.MethodsTo capture the landscape of public health training in India, we initiated a web-based desk review of available offerings and categorized by key descriptors and program qualities. We then undertook a series of in-depth interviews with representatives from a purposively sample of institutions and performed a qualitative SWOT analysis.ResultsWe found that public health education exists in many formats in India. Although Master of Public Health (MPH) and similar programs are still the most common type of public health training outside of community medicine programs, other postgraduate pathways exist including diplomas, PhDs, certificates and executive trainings. The strengths of public health education institutions include research capacities, financial accessibility, and innovation, yet there is a need to improve collaborations and harmonize training with well-defined career pathways. Growing attention to the sector, improved technologies and community engagement all hold exciting potential for public health education, while externally held misconceptions can threaten institutional efficacy and potential.ConclusionsThe timely need for and attention to public health education in India present a critical juncture for meaningful reform. India may also be well-situated to contextualize and scale the types of trainings needed to address complex challenges and serve as a model for other countries and the world.

Master of Public Health in Health Equity and Criminal Justice: Student and Alumni Feedback on the Development of a New Master of Public Health Concentration.

Purpose: To describe Master of Public Health (MPH) student and alumni interest in a new Health Equity and Criminal Justice (HECJ) concentration, highlight their personal experiences with mass incarceration, and summarize their input on developing the concentration.Methods: From July to October 2017 current MPH students and alumni at Touro University California (Vallejo, CA) were electronically surveyed.Results: The 152 respondents included those who had focused exclusively on public health, and those who concurrently obtained clinical degrees in osteopathic medicine, pharmacy, or physician assistant studies. Approximately 90% of the current and former students surveyed believed HECJ to be an integral part of public health, and one in three respondents described being personally impacted by incarceration. More than half (64%) were interested in the HECJ concentration, and 81% of those respondents were interested in completing their field study internship at a correctional facility.Conclusion: The HECJ concentration will fill an educational gap and may provide a pedagogical model for training a future generation of public health professionals to mitigate the health impacts of the U.S. mass incarceration epidemic.

A novel data solution to inform curriculum decolonisation: the case of the Imperial College London Masters of Public Health

There is increasing interest within Higher Education Institutions (HEIs) to examine curricula for legacies of colonialism or empire that might result in a preponderance of references to research from the global north. Prior attempts to study reading lists for author geographies have employed resource-intensive audit and data collection methods based on manual searching and tagging individual reading list items by characteristics such as author country or place of publication. However, these manual methods are impractical for large reading lists with hundreds of citations that change over instances the course is taught. Laborious manual methods may explain why there is a lack of quantitative evidence to inform this debate and the understanding of geographic distribution of curricula. We describe a novel computational method applied to 568 articles, representing 3166 authors from the Imperial College London Masters in Public Health programme over two time periods (2017–18 and 2019–20). Described with summary statistics, we found a marginal shift away from global north-affiliated authors on the reading lists of one Masters course over two time periods and contextualise the role and limitations of the use of quantitative data in the decolonisation discourse. The method provides opportunities for educators to examine the distribution of course readings at pace and over time, serving as a useful point of departure to engage in decolonisation debates.