Public Health Core Competencies Research Articles

Pharmacists Impact on Promoting the Public Health

Because they can guarantee that patients receive safe and effective medications, pharmacists are essential members of the healthcare team. In an effort to maximize patient results, they work in tandem with other medical specialists to evaluate pharmacological therapy, dispense medication, counsel patients on drug interactions and side effects, and monitor medication schedules. Pharmacists also give patients advice on managing illnesses, changing lifestyles, and adhering to medication regimens. The range of work that pharmacists do has expanded with the emergence of numerous global health issues. Safe and efficient drug usage by community and clinical pharmacists is necessary to provide the best possible patient outcomes. The public is still ignorant about the pharmacist's contribution to national and international health, nevertheless. They also perform drug use assessments, act as drug information specialists, and offer advice on the proper choice and dosage of medications. Pharmacists play a critical role in healthcare organizations as they strive to reduce prescription errors, enhance patient safety, and manage costs. The pharmacist can improve public health in a beneficial way. Thus far, the rise in the importance of pharmacists has been more influenced by the expansion of patient services than by a population-based approach to health. Pharmacists may find that integrating the five public health core competencies—social and behavioral science, health policy and administration, epidemiology, biostatistics, and environmental health sciences—into their pharmacy practice increases their efficacy and influence.

A National Assessment of Public Health Instructions in Medical Schools of Thailand

Epidemiological transition, population ageing, and pandemics posed new challenges to the health system. Current global situation demands many new competencies within the scope of teaching public health in medical schools. The aims of this study were to identify the needs of public health competencies for medical doctors in Thailand and to assess the level of integration for technical collaboration in teaching public health. The national survey of all Thai medical schools applied the list of public health competencies framework recommended by the World Health Organization, Southeast Asia Regional Office (WHO-SEARO). Qualitatively, community representatives from 11 sample villages were interviewed in the focus groups and representatives from stakeholder organizations, particularly employers in the in-depth interviews. Data integration applied recursive mixed-method approach. While the survey identified that health economics, disaster management, leadership, and teamwork are not well addressed in curriculum, employers, and national health authority uttered the need to strengthen the health system sciences and leadership in new generation medical doctors. Almost two third of medical schools could not apply interdisciplinary integration to teach such public health subjects. Furthermore, experiential learning and role play are recommended, in addition to the usual teaching method and multiple-choice questions. Thai communities expect doctors to serve the community, lead the primary healthcare team and train the health professionals and community health volunteers. Therefore, future medical doctors require interdisciplinary competencies. The findings of this study may provide evidence to step forward to a national framework of public health core competencies and interdisciplinary collaborations.

Assessing self-reported core competencies of public health practitioners in Lebanon using the WHO-ASPHER validated scale: a pilot study

BackgroundThe World Health Organization and the Association of Schools of Public Health in the European Region recommend the self-assessment of public health core competencies to strengthen the proficiency of the public health workforce and prepare them for future challenges. A framework for these competencies is lacking and highly needed in Lebanon. This study aims to validate the WHO-ASPHER self-declared scale and evaluate the perceived competency level of the different categories of Lebanese public health practitioners.MethodsThis population-based cross-sectional study conducted online between July and September 2021 involved 66 public health practitioners who graduated from different universities in Lebanon. Data were collected using the snowball technique via a self-report questionnaire that assessed public health proficiency, categorized into 1) content and context, 2) relationship and interactions, and 3) performance and achievements. The rotated component matrix technique was used to test the construct validity of the scales. Bivariate and multivariate analyses were performed after ensuring the adequacy of the models. Significance was set at a p-value < 0.05.ResultsThe factor analysis for scale domains showed that the Barlett test sphericity was significant (p < 0.001), high loadings of items on factors, and Cronbach’s alpha values of more than 0.9 in all three categories, showing an appropriate scale validity and reliability. The perceived level of competencies was significantly different between public health professionals and other health professionals with public health activities. All respondents scored low in most public health categories, mainly science and practice.ConclusionData findings showed variability of self-declared gaps in knowledge and proficiency, suggesting the need to review the national public health education programs. Our study offers a valuable tool for academia and public health professionals to self-assess the level of public health proficiency and guide continuous education needs for professional development.

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.

Withdrawn as Duplicate: Public Health competences: Prioritisation and leadership

Since in his Viewpoint ‘Public Health competences: from potential to action,’ Anders Foldspang calls for ‘the continued discussion in the professional public health associations of European countries,’ I would like to put forward a few considerations related to the European Public Health Core Competencies Project (EPHCCP) which include (i) consensus, (ii) one size fits all, (iii) the need and (iv) public health leadership. Although the breadth and diversity of the public health workforce greatly contributes to the effective delivery of public health services, it also presents a formidable challenge for public health educators, leaders and public health workforce themselves, when it comes to state their identity. ASPHER’s EPHCCP and its subsequent phases constitute the set of consensus-driven competencies which can be used for the development of academic degrees in public health. By identifying these core competencies, ASPHER aims to raise the bar for consistent quality of public health education providing the guidance to the Schools and Departments of Public Health (SDPH) on how to highlight the credibility of their degrees. Since, this product constitutes a point of reference for public health discipline and academic support in the strive for professionalistaion, the question arises whether we have done enough …

Public health leadership: Competencies to guide practice.

In 2013, the Community Health Nurses of Canada in partnership with the Canadian Institute of Public Health Inspectors and the Manitoba Public Health Managers Network received funding from the Public Health Agency of Canada to develop a set of interdisciplinary leadership competencies for seven public health disciplines. The Leadership Competencies for Public Health Practice in Canada project comprised a multimethod research approach that included a scoping literature review, on-line survey, webinar-based focus groups, and a modified Delphi process. The 49 leadership competencies for public health practice were organized according to the LEADS Canada capabilities. The leadership competencies extend the core public health competencies and discipline-specific competencies and reflect foundational values of public health. The leadership competencies can be applied to professional development pathways, mentoring programs, and performance appraisals to advance public health practice. How these competencies have been enacted by public health leaders during the COVID-19 pandemic is discussed.

Indian Public Health Students' Perspectives on Global Health Education.

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

A content analysis of Canadian master of public health course descriptions and core competencies

Abstract Background The Master of Public Health (MPH) is a common graduate-level professional degree that is offered by Canadian Universities. To date, few studies have examined competency-based MPH education in Canada. Objective To examine the degree to which MPH programs' course descriptions align with the Public Health Agency of Canada's (PHAC) core competency categories in order to identify strengths and training gaps in such programs across Canada. Methods A content analysis of MPH programs in Canada was conducted from July 2019 to November 2019. A sampling frame of programs was obtained from a list from the PHAC website. Program information, including mandatory and elective course descriptions was extracted from each program's website and analyzed in NVivo 12. Course descriptions were independently categorized by two researchers into one or more of the seven categories of the core competencies outlined by PHAC. Results We identified 18 universities with MPH programs with 267 courses across Canada. Thematic analysis revealed that 100% of programs had coursework that addressed the “Public Health Sciences” and “Assessment and Analysis” categories; 93% addressed “Policy and Program Planning, Implementation, and Evaluation”; 67% addressed each of “Communication,” “Leadership,” and “Partnerships, Collaboration, and Advocacy”; and only 56% had course descriptions addressing “Diversity and Inclusiveness.” Conclusions We find that Canadian MPH programs may lack course offerings addressing core competency categories relating to diversity and inclusiveness, communication, and leadership. Our findings were limited in scope as we relied on program Web sites; thus, further research should explore course content in more depth than this course description analysis allowed and identify ways to close the MPH curricular gaps we identified. Key messages Further research should be conducted to determine if the current model of competency education in Canada is successfully guiding MPH programs in meeting local and international workforce demands. Continued discussion is needed to raise the importance of MPH competency-based education in Canada.

32.H. Round table: Emergency preparedness: Core competencies for medical students as part of public health workforce

The duties encompassed within public health, according to Acheson's definition, are to be undertaken by society as a whole. This is further emphasised within 'ASPHER's European List of Core Competencies for the Public Health Professional' which mentions that public health responsibilities fall upon the 'public health workforce'. If even those outside the medical profession are considered part of the public health workforce, why are medical students being overlooked as a group who can contribute? As representatives of the future generation of medical professionals, shouldn't they be an obvious starting point for practising public health advocacy? Medical students have the potential to act and, with better integration into the public health workforce, could become an asset. Despite them having a legal obligation to contribute in emergency situations, there are insufficiencies or a lack of clarity within the guidelines to highlight and elaborate on what students are specifically expected to be able to carry out in various situations. This is in stark contrast to the predefined lists of competencies against which medical professionals are assessed.This workshop will focus on identifying the core competencies regarding medical students in their contribution to emergency preparedness and how these could be integrated into the existing framework for effecting a structured and organised response. The primary outcome is to achieve better advocacy for public health in future medical professionals with a focus on preparedness for emergency situations.To begin with, research carried out to elucidate whether different countries have set guidelines or competencies that are expected of medical students by the conclusion of their medical studies will be presented. Such guidelines both on national and regional levels were identified and then compared following analysis.This will be followed by more personal accounts from medical students and a discussion of the potential steps that could be introduced to improve emergency preparedness.Shortcomings of such guidelines concerning medical student competencies are further highlighted in times of crisis such as the ongoing COVID-19 pandemic. It is during this time when healthcare systems are stretched and their contribution may be most valuable. The nature of this contribution within the context of international pandemic plans will be explored and debated.Finally this workshop will conclude by opening up the floor for discussion between the panellists and the audience regarding the topics and issues raised.This workshop aims to highlight the need for core competencies in medical education and bring this topic to the forefront for further discussion and analysis amongst professionals, with the eventual international unification, simplification and clarification of these being the ultimate goal. This could be pivotal for the future of public health and in the advancement and evolution of education.Key messages Armed with suitable competencies, medical students can be an asset to the public health workforce if utilised effectively and in doing so can enhance preparedness response.This project’s outcomes are in alignment with ASPHER’s European Public Health Core Competencies Programme (EPHCCP) and the WHO Coalition of Partners (CoP).

GH:ADT Project: developing a framework of Global Health concepts and a learning objectives catalogue

BackgroundGlobal Health (GH) is receiving increasing attention, in Germany, Europe and internationally. Despite an increased demand, teaching on GH remains fragmented and heterogeneous in the university landscape in German-speaking countries. Moreover, there is a lack of common understanding of GH and interpretations range from GH as tropical medicine to GH as everything related to health. This project aims to develop (A) a framework of different GH concepts, as a basis for (B) a set of GH learning objectives for German-speaking countries.MethodsA review of publications providing GH definitions was carried out. Following a concept analysis approach, we developed a general framework of different and partially overlapping GH understandings. Building on these results we conducted an overview of reviews on learning objectives and curricula for GH to develop a set of learning objectives.ResultsThe general framework distinguishes between GH concepts describing GH as (1)a set of global health issues (e.g. COVID-19), (2) a global ideal to strive for, (3 + 4) any activities relating to said global health issues or ideals (e.g. all activities contributing to health equity), and (5) sets of activities meeting various characteristics (e.g. being transdisciplinary and transnational). Within each concept, multiple sets of axes allow a more granular distinction of the concepts (e.g. regarding the relation to public health and tropical medicine). The list of key learning objectives shows considerable overlap with widely accepted public health core competencies. Differences include e.g. a (stronger) emphasis on intercultural and interdisciplinary collaboration, globalisation and transnational determinants of health.ConclusionsA systematic reflection on commonalities and differences in the understanding of GH is important for a shared understanding. Based on the GH learning objectives we will develop core competencies for GH, including through an online survey of GH experts.Key messages The GH:ADT framework of global health concepts supports a systematic reflection on and recognition of the multi-dimensional nature of Global Health.The learning objectives identified in the GH:ADT project can be a valuable tool for curriculum development.

Health Professions Students' Assessment of an Interprofessional Rural Public Health-Focused Rotation: A Pilot Study Based on the Community-Oriented Primary Care Approach.

Using a community-oriented primary care (COPC) approach, the format for this interprofessional rural rotation was a public health focused team project based in a local health department and primary care setting. The target audience included fourth-year dental students, fourth-year undergraduate students in imaging science, second-year master of public health students, third-year medical students enrolled in the MD/MPH program, second-year nurse practitioner students, fourth-year pharmacy students, second-year MSN nursing students, and first-year PhD students. The specific learning objectives of the curriculum were drawn from emphasis areas of the Interprofessional Education Collaborative’s competency domains and included the development of students’ knowledge to function as a member of an interprofessional team to (1) engage diverse health care professionals, (2) communicate with team members to clarify each member’s responsibility in executing components of a public health intervention, (3) choose effective communication tools and techniques, (4) integrate knowledge and experience of other professions, and (5) engage themselves and others to constructively manage disagreements.Additional learning objectives centered on 10 competencies from the Master’s Degree in Public Health Core Competency Project. Assessment of 13 student participants, as a group, showed increased perceived knowledge in 4 out of 5 selected interprofessional emphasis areas and 9 out of 10 public health competencies. Our curriculum provides promising evidence for one interprofessional rural education model with proven short-term effectiveness among six health professions disciplines, in increasing student knowledge in interprofessional emphasis areas and public health competencies.

Strategic Development of the Public Health Workforce: A Unified Logic Model for a Multifaceted Program at the Centers for Disease Control and Prevention.

Public health has a responsibility to ensure the ability of its workforce to deliver essential services, including mastering the core public health competencies. The Division of Scientific Education and Professional Development (DSEPD) of the Centers for Disease Control and Prevention has a mission to improve health outcomes through a competent, sustainable, and empowered public health workforce. The DSEPD programs offer fellowships and other training opportunities, develop and disseminate quality public health training, and advance public health workforce development science. The DSEPD developed a unified division logic model to describe the combined activities and intended outcomes of all DSEPD programs and their intended contribution to a robust public health workforce and to support ongoing program planning and evaluation. The logic model has 4 streams of work that include (1) producing and disseminating quality learning products; (2) implementing and managing fellowship programs that support learning; (3) providing public health service through fellows; and (4) advancing workforce development science through collaboration with other public health leaders.The underlying program theory is that a robust workforce has sufficient workforce, organizational, and systems capacity to deliver public health essential services and, therefore, to protect the public's health. Three scientific theories support the program theory: the quality of learning; the accepted practice of competency-based programs and the service-learning model; and use of evidence-guided decision making in workforce development programs. A unified division logic model allows DSEPD to describe its combined approaches to workforce development as a coherent portfolio with well-defined goals and measureable outcomes. The logic model effectively communicates the relationship among division programs, their shared outcomes, and their combined contributions to developing and maintaining a robust public health workforce. A unified logic model can serve as effective frame of reference for division evaluation and as evidence in public health workforce development science.

Surveillance and Control of Threats in the Public Health System in Brazil: Mapping Managers’ Competencies

Introduction:With the increase in the number and intensity of disasters, integrated risk management has been a subject of discussion in Brazilian health system, in which the local level plays an important role. Competency Mapping of Managers working at a Municipal Health Office from a Metropolitan Area of Curitiba, Southern Brazil was developed.Aim:To describe gaps in core competencies identified for Surveillance and Control of Risks and Threats.Methods:The Public Health Core Competencies contained in the booklet: A Regional Framework for the Americas, of the Pan American Health Organization, originated a semi-structured self-assessment questionnaire. A Likert scale with levels of proficiency (from one to five) was aggregated to the 56 specific core competencies. It was applied to a sample of 78 managers between the months of October 2017 and January 2018. The data obtained were submitted to quantitative analysis. Gaps (Training Priority Degree) were defined according to the grade of importance and expression by means of a arithmetic mean and standard deviation.Results:Gaps were identified for the competencies: Design disaster risk management plans for natural, technological and biological threats so as to mitigate their impact on health (2.82 ± 1.16); Design investment projects for reducing the health risks of disasters (2.8 ±1.07); Provide an immediate response to threats, risks and damage from disasters based on the risk assessment, in order to protect health (2.89 ± 1.13); Plan and execute post-disaster reconstruction, based on the damage identified for the immediate restoration and protection of the population’s health (2.81 ± 1.11).Discussion:The degree of expression for these competencies indicate the need of preparing public health managers for surveillance, by monitoring the exposure of people or population groups to environmental agents, or their effects with an integrated approach to injuries and the etiology of emergencies and disasters.

Utilizing public health core competencies to share data effectively with community organizations to promote health equity.

This article utilizes an adapted model for research transfer to highlight the important role of Local Public Health Agencies (LPHAs) to share data more effectively with local community organizations to advance health equity. A literature review related to public health data sharing with local community partners was conducted using Medline, Embase, and CINAHL databases and grey literature sources with 12 articles included for analysis. Six LPHAs distributed an online survey to 405 local community organizations to define their current data uses and needs. Survey and literature review findings informed a one-day deliberative dialogue event with 19 participants who brought multiple perspectives together on the barriers and potential solutions for data sharing. Results are discussed utilizing the three stages of data sharing: awareness, communication, and collaboration. Awareness of the barriers and needs of community partners related to data, and the public health core competency of assessment and analysis is the first stage. More effective is the second stage, where LPHAs proactively communicate to understand and meet the needs of community partners. Data sharing is the most effective when LPHAs use the third stage of collaboration to work with community partners to mutually benefit from data sharing. When LPHAs utilize their core competencies of assessment and analysis, communication, and collaboration to share data with community partners, they are able to share data more effectively. This allows community partners to modify programs to better serve priority populations and improve population health.

Student Perspectives on Public Health Education in Undergraduate Medical Education

Background: Incorporating population-based health into the medical curriculum is a challenge to US medical schools. A better understanding of student attitudes about the value of public health education and satisfaction can help guide the development and implementation of public health education into curricula. Aim: To describe attitudes about public health education among medical students. Methods: Attitudes about public health education, topics that should be taught in medical school, and perceptions about the adequacy of public health education were measured using items from the AAMC Graduation Questionnaire and questions that were based on the core competencies in public health for medical students. Results: Seventy-eight percent of students agreed that physicians should be required to learn public health. But, M2, M3, and M4 students were significantly more likely than M1 students to report that public health information is common sense knowledge (p=0.03). Most students agreed that it was important to learn topics related to health promotion, maternal/ child health, and nutrition and also agreed that the amount of instruction in public health topics was adequate. Conclusions: Implementing a longitudinal curriculum in public health may help students see the value and importance of this field as they prepare to leave medical school for practice.

Application of the Intervention Mapping Framework to Develop an Integrated Twenty-First Century Core Curriculum-Part 1: Mobilizing the Community to Revise the Masters of Public Health Core Competencies.

Twenty-first century health challenges have significantly altered the expanding role and functions of public health professionals. Guided by a call from the Association of Schools and Programs of Public Health’s (ASPPH) and the Framing the Future: The Second 100 Years of Education for Public Health report to adopt new and innovative approaches to prepare public health leaders, the University of South Florida College of Public Health aimed to self-assess the current Masters of Public Health (MPH) core curriculum with regard to preparing students to meet twenty-first century public health challenges. This paper describes how Intervention Mapping was employed as a framework to increase readiness and mobilize the COPH community for curricular change. Intervention Mapping provides an ideal framework, allowing organizations to access capacity, specify goals, and guide the change process from curriculum development to implementation and evaluation of competency-driven programs. The steps outlined in this paper resulted in a final set of revised MPH core competencies that are interdisciplinary in nature and fulfill the emergent needs to address changing trends in both public health education and challenges in population health approaches. Ultimately, the competencies developed through this process were agreed upon by the entire College of Public Health faculty, signaling one college’s readiness for change, while providing the impetus to revolutionize the delivery of public health education at the University of South Florida.

Assessment of public health core competencies in prelicensure baccalaureate nursing students.

The purpose of this study was to assess the use of the Public Health Foundation's (Public Health Foundation [PHF], ) Competency Assessment for Tier 1 Public Health Professionals to examine prelicensure baccalaureate nursing students' self-reported levels of competence in public health before and after completing community health nursing courses. Prelicensure baccalaureate nursing students enrolled in community health nursing courses completed a pre and postcourse Competency Assessment for Tier 1 Public Health Professionals survey. The survey results were analyzed using nonparametric tests to determine whether there were significant differences in pre and postsurvey scores for the eight domains of public health core competencies, and for an overall competency score. Significant differences were found in the pre and postaggregate mean scores for each of the eight domains of public health core competency, and the overall mean public health competency score. Chi-square testing of pre and postcourse competency found significant difference in the proportion of students who met criteria for self-reported competence in each of the eight domains and overall public health competence. The Competency Assessment for Tier 1 Public Health Professionals can assist baccalaureate nursing faculty with assessing precourse learning needs, and postcourse evaluation of self-reported competence in public health.

A strategic approach to workforce development for local public health.

In 2009, Peel Public Health set a vision to transform the work of public health from efficient delivery of public health services as defined by provincial mandate to the robust analysis of the health status of the local population and selection and implementation of programming to achieve best health outcomes. A strategic approach to the workforce was a key enabler. PPH is a public health unit in Ontario that serves 1.4 million people. An organization-wide strategic workforce development program was instituted. It is theory-based, evidence-informed and data-driven. A first step was a conceptual framework, followed by interventions in workforce planning, human resources management, and capacity development. The program was built on evidence reviews, theory, and public health core competencies. Interventions spread across the employee work-life span. Capacity development based on the public health core competencies is a main focus, particularly analytical capacity to support decision-making. Employees gain skill and knowledge in comprehensive population health. Leadership evolves as work shifts to the analysis of health status and development of interventions. Effective human resource processes ensure appropriate job design, recruitment and orientation. Analysis of the workforce leads to vigorous employee development to ensure a strong pool of potential leadership successors. Theory, research evidence, and data provide a robust foundation for workforce development. Competencies are important inputs to job descriptions, recruitment, training, and human resource processes. A comprehensive workforce development strategy enables the development of a skilled workforce capable of responding to the needs of the population it serves.

Student and Faculty Perspectives on the Use of Movies in Public Health Pedagogy

Introduction. Movies can be used in public health pedagogy to illustrate concepts and build students’ connection to the material. This study describes the perspectives of undergraduates and faculty on effective strategies for using movies to achieve key public health learning outcomes. Method. In this cross-sectional study, a survey was administered to undergraduate majors in health studies ( n = 109) and faculty who teach health-related courses ( n = 27). The survey included measures of usage and attitudes toward pedagogical applications of movies, which were informed by Bloom’s Taxonomy and the Core Competencies for Public Health Professionals. Results. Students and faculty expressed favorable attitudes toward the use of movies in undergraduate public health education. Additionally, both groups endorsed the usefulness of movies for affective and cognitive learning outcomes, with appraisals of affective learning being significantly higher. Movies were most frequently applied to building the core public health competencies of analyzing public health issues, communicating effectively, relationship building, and cultural competency. Among students, 74% stated that watching health-related movies reinforced their current career trajectory, encouraged them to consider other careers, or changed their choice of career. Discussion. Preparation of the future public health workforce requires students to develop both cognitive skills and an emotional connection to efforts that address health-related challenges. The findings of this study indicate that movies support both types of learning outcomes and therefore deserve further investigation as pedagogical tool in population health instruction.

Translation and adaptation of the Competencias Esenciales en Salud Pública para los recursos humanos en salud.

ABSTRACTObjective:to perform the translation and cultural adaptation of the document named Marco Regional de Competencias Esenciales en Salud Pública para los Recursos Humanos en Salud de la Región de las Américas (Regional Framework of Core Competencies in Public Health for Health Human Resources in the Region of Americas) from Spanish to Brazilian Portuguese. Method:a methodological study comprising the following phases: authorization for translation; initial translation; synthesis of translations and consensus; back-translation and formation of an expert committee. Result:in the translation of domain names, there was no difference in 66.7% (N = 4); in the translation of domain description and competencies there were divergences in 100% of them (N = 6, N = 56). A consensus of more than 80% was obtained in the translation and improvement in the expert committee by the change of words and expressions for approximation of meanings to the Brazilian context. Conclusion:the translated and adapted document has the potential of application in research, and use in the practice of collective/public health care in Brazil.