Public Health Course Research Articles

Development of an Online Course in Public Health for Undergraduates

Online courses offer students’ flexibility and universities more opportunities to expand their student enrollment. With the increase in online degrees to accommodate nontraditional students and working professionals, online courses serve as an avenue to reach more people and increase the dwindling public health workforce. With the start of accreditation of undergraduate baccalaureate programs in public health, the need for work on public health course development at the undergraduate level is needed. This article outlines how an online undergraduate introduction to public health course was developed. All elements of the course are discussed from course structure, design, and assignments. In addition, evaluations of the course from the instructor and the students are discussed along with lessons learned.

Undergraduate Public Health Education: Does it Meet Public Health Workforce Needs?

The professional bachelor’s degree [Bachelor of Public Health (BPH) or Bachelor of Science (BS) in Public Health] provides a cadre of trained individuals to fill entry-level positions in American public health agencies. The traditional Bachelors of Arts or Science degrees with majors in public health produce an informed citizenry, but may not provide sufficient public health course content to enable graduates of such programs to effectively enter the public health workforce.

Role of health economics in developing efficient universal health care system

Application of economic principles can bring about a significant change in the performance of health system. An in-depth understanding of how to generate resources, how to pool funds, how to purchase health services and pay providers of health care, will affect how the health system delivers on its two important objectives, i.e. efficiency and equity. The economic underpinnings of health system are important structural and functional factors to aid in planning and delivery of health care services. Health economics can help in making informed decisions by explaining the factors that affect consumption and utilization of health services both from the demand and supply side using the principles of microeconomics. This is vital for improving the ‘coverage’ of all desired preventive and curative health care services. Most of the recent health system interventions such as increased public health subsidy, creating demand side financing mechanisms like conditional cash transfers schemes such as Janani Suraksha Yojana, performance based payments to Accredited Social Health Activist (ASHAs), incentivizing health workforce in rural and difficult areas, are all grounded in economic theories. Despite years of advocacy, resources have been and will continue to be scarce in health sector. On the contrary, demands for increasing the coverage of existing programs and introduction of newer interventions and technology are increasing. As a result hard choices need to be made for rational allocation of resources for maximizing the value of money spent. Despite a strong felt need among policy makers and program managers for health economists, there is an acute shortage of professionals who have requisite knowledge of health economics. This calls for introduction of health economics in the curriculum of medical and public health courses. Health professionals should also be encouraged to undertake research in this field of health economics and health financing.

Evaluation of the Physical Activity and Public Health Course for Researchers

Evaluation of the Physical Activity and Public Health Course for Researchers

Evidence-Based Decision Making in Public Health: Capacity Building for Public Health Students at King Saud University in Riyadh

Translation of research evidence into public health programs is lagging in Eastern Mediterranean Region. Graduate level public health curriculum at King Saud University (KSU), College of Medicine, Riyadh, is designed to equip students to integrate best available evidence in public health decision making. The objectives of study were to explore students' opinion about the evidence based public health (EBPH) courses and to survey the knowledge, opinion, and attitude of the students towards EBPH and perceived barriers for implementation of EBPH in decision making in public health. EBPH courses are designed based on a sequential framework. A survey was conducted at the completion of EBPH courses. Forty-five graduate students were invited to complete a validated self-administered questionnaire. It included questions about demography, opinion, and attitude towards EBPH and perceived barriers towards implementation of EBPH in the work environment. The response rate was 73%. Mean age of students was 30.1 (SD 2.3) years, and 51% were males. More than 80% had sound knowledge and could appreciate the importance of EBPH. The main perceived barriers to incorporate EBPH in decision making were lack of system of communication between researchers and policy makers and scarcity of research publications related to the public health problems.

Active learning by design: an undergraduate introductory public health course.

Principles of active learning were used to design and implement an introductory public health course. Students were introduced to the breadth and practice of public health through team and individual-based activities. Team assignments covered topics in epidemiology, biostatistics, health behavior, nutrition, maternal and child health, environment, and health policy. Students developed an appreciation of the population perspective through an “experience” trip and related intervention project in a public health area of their choice. Students experienced several key critical component elements of a public health undergraduate major; they explored key public health domains, experience public health practice, and integrated concepts with their assignments. In this paper, course assignments, lessons learned, and student successes are described. Given the increased growth in the undergraduate public health major, these active learning assignments may be of interest to undergraduate public health programs at both liberal arts colleges and research universities.

Student-Centred Outcomes of an E-Learning Course on Public Health in Hanoi and New York

Abstract Background We evaluated the satisfaction and improvement in learning outcomes of students taking a distance course in Public Health facilitated by the Institute for Preventive Medicine and Public Health at the Hanoi Medical University and the State University of New York at Albany. Methods A total of 36 students participated in pre- and post- course surveys online. We developed the Vietnamese E-Learning Student Outcomes Profile (VESOP) to evaluate the impact of distance learning methods on students’ learning outcomes. Factor analysis was applied to construct the measure items into five domains: Academic Skills, Intellectual Abilities, Interactions, Responsibility and Educational Engagement. Multivariate regression models, selected using stepwise approach, determined factors associated with changes in students’ learning outcomes. Student satisfaction with the course was assessed by determining their willingness to participate in and pay for future distance learning courses. Results The students showed moderate improvement in “Interactions” and large improvements in the other four domains. Factors associated with improvements included previous academic performance, English proficiency, ease of access to the internet and computers, and time spent studying. All students passed the course, all would be willing to take another distance learning course, and 26 students would be willing to pay for such as course with certification. Conclusions Findings of this study highlight the potential of distance learning as a complementary educational method that could greatly benefit Public Health students. It encourages and supports the development of such training programs for Public Health students in Vietnam.

The Causes of Differentiation as Departments in Academic Achievements of Health School Students in Public Health Course

The study aims to investigate the differences in academic achievements of students in Public Health course and potential factors believed to be playing a role on such differentiation. The research was conducted with 135 students at Istanbul Bilim University School of Health. Academic achievement of students in the Public Health course was compared in variables of gender, department, the transition to higher education exam scores. ANOVA, t test, correlation analysis were employed. No significant differentiation in the academic success of students was determined by gender (p>0.05). Midterm grades of Physiotherapy and Rehabilitation students were found to be significantly higher than that of the students at the Nutrition and Dietetics and Health Institutions Management Departments (p<0.05). Final and semester grades of Physiotherapy and Rehabilitation students were found to be significantly higher than that of the students at the Nutrition and Dietetics and Midwifery departments (p<0.05). A positive significant relationship between scores of students in the transition to higher education exam and their academic achievement was identified (p<0.01). The results of the research indicate the differentiation of academic achievement of the students by departments. High academic achievement of the Physiotherapy and Rehabilitation students is thought to be attributable to their scores in the transition to higher education exam. Further research is planned in order to identify other factors potentially associated with the academic achievement.

Evaluation of the Physical Activity and Public Health Course for Researchers.

From 1995-2013, an 8-day Physical Activity and Public Health Course for Researchers has been offered yearly in the United States. In 2013, an evaluation quantified time that fellows spent in different course offerings, surveyed fellows on course impact, documented grant funding, and identified fellow participation on leading physical activity-related journals. The number of fellows that attended the course ranged from 20 per year to 35 per year. Fellows who participated in the web survey (n = 322) agreed that the course: met their expectations (99%), had a positive impact on the physical activity research or practice work they did (98%), and helped increase their professional networking in the field (93%). Following the course, 73% of fellows had further contact with course faculty and 71% had further contact with other fellows. From the National Institutes of Health, 117 grants were awarded to 82 fellows (21% of eligible fellows). Out of 14 journals reviewed, 11 had at least 1 fellow on their staff as editor, associate editor, or editorial board member. The Physical Activity and Public Health Course for Researchers helps address a training need by providing instruction and building capacity in the US and abroad for conducting research on physical activity and public health.

Public health education in South Asia: a basis for structuring a master degree course.

Countries in South Asian Association for Regional Cooperation (SAARC) lack enough public health workforces to address their poor public health situation. Recently, there have been efforts to develop capacity building in public health in these countries by producing competent public health workforce through public health institutes and schools. Considering the wide nature of public health, the public health education and curricula should be linked with skills, knowledge, and competencies needed for public health practice and professionalism. The 3 domains of public health practice and the 10 essential public health services provide an operational framework to explore this link between public health practice and public health education. This framework incorporates five core areas of public health education. A master degree course in public health can be structured by incorporating these core areas as basic and reinforcing one of these areas as an elective followed by a dissertation work.

Professional Master's in Public Health: from legal precepts to experience in a research and education institution

This study is about the discourses that prevailed over the course of time in Brazilian legislation for the Master's Course in Public Health, and how a Brazilian research and education institution in the area of Public Health appropriated these discourses in the creation of its course proposals. Discourse analysis techniques were applied to legal documents and to sixteen master's programs developed in the institution under scrutiny. The results revealed that with respect to legislation, analysis of the historical timeline makes it possible to say that the initial lack of definition progressively gave rise to the understanding that the identity of such post-graduate education presupposes pedagogical practices that promote the strengthening of ties between academia and the workplace. And, in relation to the master's course proposals for public health in the institutions under scrutiny, they still operate with traditionally consolidated training schemes and tend to standardize their proposals with those of the academic model. It was assumed in this study that the series of proposals would clearly mirror the intentions and, above all, the vision of the training institutions in the area of public health on this stricto sensu model, the identity of which also appears poorly defined.

Psychometric item analysis and validation of the Indonesian version of the Readiness for Interprofessional Learning Scale (RIPLS)

Complex health care needs in developing countries are stimulating development and implementation of interprofessional education (IPE). To better understand IPE, it is necessary to develop and evaluate an educational program that focuses on interprofessional learning (IPL) in Indonesia. However, no instrument in the Indonesian language has been developed to measure attitudes toward IPL. The aim of this study is to describe the process of a cross-cultural adaptation of the Readiness for Interprofessional Learning Scale (RIPLS) in an Indonesian version including determining its reliability and validity. The study was conducted among students enrolled in medical, nursing, pharmacy and public health courses at the State Islamic University, Jakarta, Indonesia, in 2012. The completed responses to RIPLS were collected from 755 students. The psychometric properties were analyzed by both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA on 18-items revealed three factors accounting for 59.9% of the total variance. CFA resulted in a three-factor model over 16 items with satisfactory reliability (alpha coefficients >0.7), construct validity and acceptable indices of goodness of fit. We conclude that this Indonesian version of RIPLS with a three-factor model over 16 items is a valid tool to measure students’ attitudes toward IPL.

Hungarian public health - ups and downs in the last 20 years

Before 1990 in the era of ‘building socialism’, public health services in Hungary—similarly to the other Central Eastern European countries—were mostly organized following the Soviet model with a high priority on infectious diseases and carrying out authoritative hygienic and sanitary control measures. The concept of ‘new public health’ as a contemporary application of a broad range of evidence-based scientific, technological and management systems implementing measures to improve the health of individuals and populations became more and more widely accepted only after the regime change in 1989–90. Recognizing that the ‘hygienists’ are not adequately trained to perform high-quality public health services, the Hungarian Government initiated the development of the School of Public Health at the University of Debrecen in the framework of ‘Health Services and Management Program’ (1993–2000). The School served as the basis institute to the establishment of the first Faculty of Public Health in Hungary.1 At present, the Faculty of Public Health offers a rich variety of learning experience in the field of public health (BSc and MSc courses in public health, MSc in Health Psychology, MSc in Health Policy Planning and MSc in Complex Rehabilitation). Public health …

Effects of a blended learning approach on student outcomes in a graduate-level public health course

BackgroundBlended learning approaches, in which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education. Evidence for the relative effectiveness of blended learning versus more traditional course approaches is mixed.MethodThe impact of a blended learning approach on student learning in a graduate-level public health course was examined using a quasi-experimental, non-equivalent control group design. Exam scores and course point total data from a baseline, “traditional” approach semester (n = 28) was compared to that from a semester utilizing a blended learning approach (n = 38). In addition, student evaluations of the blended learning approach were evaluated.ResultsThere was a statistically significant increase in student performance under the blended learning approach (final course point total d = 0.57; a medium effect size), even after accounting for previous academic performance. Moreover, student evaluations of the blended approach were very positive and the majority of students (83%) preferred the blended learning approach.ConclusionsBlended learning approaches may be an effective means of optimizing student learning and improving student performance in health sciences courses.

Education and training among Italian postgraduate medical schools in public health: a comparative analysis.

The postgraduate medical Schools in Public Health (locally known as School of Hygiene and Preventive Medicine) should ensure adequate scientific and technical knowledge and professional skills in preventive medicine, health promotion and healthcare planning as provided by Ministerial Decree 285/2005. The Italian Committee of Medical Residents in Hygiene, Preventive Medicine and Public Health of the Italian Society of Hygiene, Public Health and Preventive Medicine - S.It.I. (Consulta Nazionale dei medici in formazione specialistica S.It.I.) has always been engaged in monitoring activities on public health teaching, guaranteeing the homogeneity of educational proposals among all national Schools in Public Health. The purpose of this study is to provide a 'snapshot' of public health education and training in Italy and to identify the improvement actions needed for implementing an innovative and homogeneous public health training. A cross-sectional study was carried out over a period of three months (March to May 2013). A self-administered questionnaire was e-mailed to local Committee's delegates of all 32 postgraduate medical Schools in Public Health in Italy. The questionnaire was structured in four sections: general information, University education and training, extra-University training, interdisciplinary activities. The majority of local Committee's delegates have agreed to be enrolled in the survey. A total of 28 questionnaires were returned (88% response rate). The number of residents in each Italian School in Public Health ranged from 7 to 31. The distribution of professors in relation to residents is not similar for each University Schools. The ratio professors/residents spanning from 0.2 to 2. About teaching, only 4 University Schools offered all courses requested by Ministerial Decree 285/2005. Most of them offered at least 75% of the requested courses, but there were Schools in which the courses were less than 50%. The vast majority of schools held more than 60% of the qualifying activities considered essential according to the Decree, while 2 Schools were below 50%. All Schools required an internship of 6-12 months in local health authority offices (ASL), mainly concerning the Department of Prevention activities. In all Schools a period of stay in a Hospital Medical Direction was scheduled, while professional activities at Residential care homes were very rarely included in training programmes. Many Schools allowed residents to attend companies with biological hazard or to follow similar activities in dedicated services of ASL. Finally, in the majority of Schools, a training period in various local (Service for Water Control), regional (Departments) or national (Ministry, National Institute of Health) health facilities was contemplated and, in some cases, also in other Universities or Research Institutes. Although the Ministerial Decree indicates the essential milestones of the public health education, flexibility is seen as an important element in order to optimize resources and contextualize the adequate education of residents. In any case, at least regarding public health courses, the majority of University education and extra-University training activities should be carried out by all Schools. In order to obtain shared knowledge and skills, the Ministerial Decree should be revised taking into account flexibility and changing as intrinsic characteristics of public health profession and learners should be involved in the reform to strengthening the role of public health teaching.

PH207x: Health in Numbers &amp;amp; PH278x: Human Health and Global Environmental Change - 2012-2013 Course Report

In the 2012-2013 academic year, the first two Harvard School of Public Health courses were offered through HarvardX on the edX platform: PH207x: Health in Numbers and PH278x: Human Health and Global Environmental Change. They were taught by Professors Earl Francis Cook and Marcello Pagano, and Aaron Bernstein and Jack Spengler, respectively. This report describes the structure of these two courses, the demographic characteristics of registrants, and the activity of students. This report was prepared by researchers external to the course teams and is based on examination of the courseware, analyses of the data collected by the edX platform, and interviews and consultations with the course faculty and team members.

Student-Centred Outcomes of an E-learning Course on Public Health in Hanoi and New York

Background: We evaluated the satisfaction and improvement in learning outcomes of students taking a distance course in Public Health facilitated by the Institute for Preventive Medicine and Public Health at the Hanoi Medical University and the State University of New York at Albany. Methods: A total of 36 students participated in pre- and post- course surveys online. We developed the Vietnamese E-Learning Student Outcomes Profile (VESOP) to evaluate the impact of distance learning methods on students’ learning outcomes. Factor analysis was applied to construct the measure items into five domains: Academic Skills, Intellectual Abilities, Interactions, Responsibility and Educational Engagement. Multivariate regression models, selected using stepwise approach, determined factors associated with changes in students’ learning outcomes. Student satisfaction with the course was assessed by determining their willingness to participate in and pay for future distance learning courses. Results: The students showed moderate improvement in “Interactions” and large improvements in the other four domains. Factors associated with improvements included previous academic performance, English proficiency, ease of access to the internet and computers, and time spent studying. All students passed the course, all would be willing to take another distance learning course, and 26 students would be willing to pay for such as course with certification. Conclusions: Findings of this study highlight the potential of distance learning as a complementary educational method that could greatly benefit Public Health students. It encourages and supports the development of such training programs for Public Health students in Vietnam.

Hacia la investigación transdisciplinaria mediante el aprendizaje cooperativo

Recibido 15 de julio de 2013 • Corregido 19 de setiembre de 2013 • Aceptado 25 de setiembre de 2013El presente trabajo parte de la observación de que los alumnos de quinto año de medicina no tienen habilidades suficientes en estadística, informática ni gestión de información, lo cual les permitan preparar y ejecutar, de forma adecuada, un proyecto de investigación. Por tanto, el objetivo estriba en describir las experiencias obtenidas con el método de aprendizaje cooperativo y exponer los resultados obtenidos por el alumnado en sus investigaciones. Para lograr los objetivos propuestos se aplicó el enfoque de aprendizaje cooperativo en varios temas de la asignatura de Salud Pública de la carrera de Medicina, para ello se conformaron cinco equipos de estudiantes que interactuaron con especialistas y trabajadores del área de salud, de otros sectores y con miembros de la población. Identificaron de forma participativa los problemas de salud más apremiantes del área y realizaron una investigación. Se evaluó la aceptación del método por parte de los estudiantes con una técnica exploratoria estadística. Como resultados, hicieron análisis, sacaron conclusiones y participaron en debates con la presencia del profesor como facilitador y coordinador; cada equipo presentó, de forma exitosa, los resultados de sus investigaciones, dos sobre el control del dengue y su vector y 3 sobre riesgos potenciales de mortalidad materna. Las encuestas reflejaron aceptación de este método. Las experiencias obtenidas con el método de aprendizaje cooperativo son descritas y se exponen los resultados que obtuvo el alumnado en sus investigaciones: esta experiencia debería sistematizarse.

Reviving community medicine in India: The need to perform our primary role

Community medicine broadly comprises of family medicine and public health; and community physicians are those trained in both. The primary professional role of a community physician is to manage a health center. Provision of primary healthcare: Curative, preventive, and promotive are an integral part of community medicine practice. Despite being a clinical specialty, community physicians in India are not performing this role and Rural and Urban Health Training Centers have become ornamental exhibits. Most departments of community medicine have restricted themselves to teaching undergraduates and postgraduate training has taken a back seat. Instead of pondering upon why this cadre of social/community physicians was prepared, we are hastily opening up other public health courses. Clinical subspecialties of community medicine should be given equal importance at par with academics and research. Community physicians should fulfill their primary role which would enable them to advocate public health policy with authority.

College students' perception of the flipped classroom: a phenomenographical study

The 'flipped classroom' has become popular among educators; however, research on the topic has been relatively sparse, especially in terms of qualitative research. Therefore, the purpose of this study was to explore student perceptions of the flipped classroom. Undergraduate students who enrolled in a flipped public health course were invited to participate in the study. Thirteen students participated in semi-structured interviews to discuss their thoughts and experiences regarding the flipped classroom. Students viewed the flipped classroom according to out-of-class and in-class activities. Students felt that out-of-class activities were convenient, accommodated different learning styles, and were important for being prepared for class time. In terms of in-class activities, students enjoyed interactive activities (e.g., hands-on activities, class discussions), but some viewed the activities as anxiety provoking. Students also viewed in-class activities as useful for building student-instructor rapport. Implications for practice and future research are discussed.