Public Health Course Research Articles

Public Health as an Applied, Multidisciplinary Subject: Is Research-Based Learning the Answer to Challenges in Learning and Teaching?

Public health education aims at enabling students to deal with complex health-related challenges using appropriate methods based on sound theoretical understanding. Virtually all health-related problems in science and practice require the involvement of different disciplines. However, the necessary interdisciplinarity is only partly reflected in the curricula of public health courses. Also theories, methods, health topics, and their application are often taught side-by-side and not together. For students, it can become an insurmountable challenge to integrate the different disciplines ("horizontal integration") and theories, methods, health topics, and their application ("vertical integration"). This situation is specific for education in public health but is representative for other interdisciplinary fields as well. Several approaches are available to achieve the horizontal integration of different disciplines and vertical integration of theories, methods, health topics, and their application. A curriculum that is structured by topics, rather than disciplines might be more successful in integrating different disciplines. Vertical integration can be achieved by research-based learning. Research-based learning places a student-led research project at the centre of teaching. Students choose a topic and a research question, raise their own questions for theories and methods and will hopefully cross the seeming chasm between science and practice. Challenges of research-based learning are enhanced demands on students, teachers and curriculum design.

Public Health in Practice: Development of an Undergraduate Domestic Off-Campus Public Health Program

An innovative program, Public Health in Practice, successfully combines the best practices of academic civic engagement (service learning) with domestic off-campus study. Although our college does not offer a public health major or minor, there is strong student interest in this field of study. As a response, we developed a program where students enroll in two sequential introductory public health courses; between the two courses, students study off-campus with the same instructor. Unlike the majority of U.S. undergraduate public health off-campus experiences that involve travel abroad, this program focused on domestic public health. By working on local community-based projects and traveling to Minneapolis/St. Paul and Washington, DC, the students were able to compare public health efforts at local, state, and national scales. Our mixed-methods approach of evaluation using student pre/post surveys along with integrative reflections indicated that participants demonstrated an increase in (1) knowledge related to nationally identified public health competencies, (2) sense of agency in effecting change in communities, (3) understanding of how to work ethically with and in communities, and (4) personal awareness and clarification of future career paths. The combination of local, community-based ACE projects with a domestic study away resulted in improved student learning outcomes, increased confidence, and a shift in student attitudes.

Compulsory public health courses for physicians – assessment of courses by attendees in the School of Public Health in Centre of Postgraduate Medical Education

Compulsory public health courses for physicians – assessment of courses by attendees in the School of Public Health in Centre of Postgraduate Medical Education

Alignment of Epidemiology Practice and Academic Competencies through Effective Collaboration

Online learning has recently garnered increased attention as technology use in the classroom grows. However, most of the published approaches regarding this topic in postgraduate education centers on clinical environments. Models of partnerships between applied public health agencies and academic centers to produce mutually beneficial online learning opportunities for graduate-level public health courses have not been explored in the literature. East Tennessee State University (ETSU) and the Tennessee Department of Health (TDH) partnered to build three online, asynchronous epidemiology modules for an interdisciplinary audience of graduate students. The goals of the modules were to (1) introduce students to a public health issue, (2) provide students with hands-on learning about data and information available through TDH, and (3) allow students to connect theory to practice by having them create a product for use by TDH. TDH created topic-specific modules that would be used within the infectious disease, chronic disease, and cancer epidemiology courses, and piloted during the 2015-2016 academic term. Conference calls between the two institutions occurred in the spring and the summer of 2015. Two of the three epidemiology modules were presented to ETSU staff for critique and edits at an in-person meeting during the summer. The methods of delivery for each section within a module varied from recorded webinar format to self-guided instruction. One module utilized available learning tools provided by the Centers of Disease Control and Prevention, while the other module was constructed entirely using TDH data. Both modules included various exercises and assignments to be conducted in class and as homework and concluded with the student being asked to construct a learning product as a final project. The ETSU-TDH team decided that this learning product would be provided back to TDH for possible future use. The innovative partnership between a state government agency and an academic institution has demonstrated the need for such collaborations in public health. Understanding how applied public health practice would utilize what is learned in the classroom and preparing students for real-world application may be the missing link between theory and practice.

Actitudes y valoraciones de los médicos residentes sobre la especialidad de Medicina Preventiva y Salud Pública

IntroductionThe objective of this study is to examine the attitudes and valuations of Spanish Preventive Medicine and Public Health medical residents of about their training process. MethodQualitative study by focal groups. Two focal groups of 6 medical residents belonging to 8 formative units were carried out, including a participant-moderator and an external observer. Attitudes and perceptions of residents were structured in seven thematic areas (specialty choice motivations, expectations, places of rotation, Advanced Course in Public Health, problems of training, satisfaction and improvement areas). Discourse analysis organized in information in categories according to the length of discussion and coincidence of opinion among participants. ResultsThe diversity of content of the speciality is an incentive and a source of satisfaction of the residents, but the profile of professional of the training plan is not aligned with the demands of the labor market. The necessity of additional training in communication skills and more field work, lack of flexibility and remuneration inequalities were highlighted. Students mentioned as possible solutions increasing transparency and formative flexibility, as well as creating new agreements between training units and training devices and promoting fieldwork and research for action and change. ConclusionsAlthough there is general satisfaction with the specialty, residents highlight relevant problems and areas that may help to improve the national training programs.

Evaluation of the Physical Activity and Public Health Course for Practitioners

Purpose: From 1996 to 2013, a 6-day Physical Activity and Public Health Course for Practitioners has been offered yearly in the United States. An evaluation was conducted to assess the impact of the course on building public health capacity for physical activity and on shaping the physical activity and public health careers of fellows since taking the courses. Method: An evaluation quantified time that fellows spent in different course offerings and surveyed fellows. Results: From 1996 to 2012, 410 fellows attended the course, and in 2013, 186 participated in the Web-based survey (56% response rate). The number of fellows attending the course ranged from 15 to 33 yearly. From 1996 to 2012, the course averaged 38 hr of instructional time that included topics on interventions and environment/policy work to increase physical activity, program evaluation, public health research, and health disparities. The course included consultations, collaborative work, and field-based experiences. Fellows who participated in the survey agreed that the course had a positive impact on the physical activity research or practice work they did (98%), met their expectations (96%), helped them with research/practice collaborations with other physical activity professionals (96%), assisted them in conducting higher-quality interventions/programs (95%), helped increase their professional networking in the field (93%), and had a positive impact on other work they did (91%). Following the course, 66% and 56% had further contact with faculty and other fellows, respectively. Conclusion: The Physical Activity and Public Health Course for Practitioners made important contributions toward building the capacity of physical activity and public health practitioners.

Public Health Program Articulation in New Mexico

The relationship between universities and community colleges has grown and changed dramatically since the significant rise in the number of community colleges in the United States in the 1970s. New Mexico State University (NMSU) and Doña Ana Community College (DACC), which is also part of NMSU, are uniquely partnered to address the needs of students and residents of southern New Mexico. DACC offers an Associate of Applied Science in Public Health (AAS in PH), while NMSU offers a Bachelor of Public Health (BPH). To date, two articulation agreements have been established, over a 10-year period, to provide structure for how and which AAS in Public Health courses would transfer to the BPH degree program and satisfy requirements at NMSU, in general, and the BPH degree, specifically. Information is provided to explain how these articulation agreements evolved, the key principles and components of the articulation agreements, outcomes, and lessons learned. This articulation agreement process has proven beneficial for students, faculty, and the public health profession overall; it has specifically helped develop and sustain an “educated citizenry” as well as a well-qualified public health workforce in our predominantly rural and border state in keeping with the Institute of Medicine recommendations. This collaborative effort provides a framework for other colleges and universities located in similar underserved communities.

Skills and practices for the postgraduate trainees of community medicine, public health, and hospital administration courses in India: Learn to demonstrate and imbibe

This manuscript details the concept of skill acquisition, competency and proficiency and describes the skills and practices applicable for the postgraduate trainees of community medicine, public health, and hospital administration courses in Indian setting keeping the global best practices and limited resources.

Evaluation of the Physical Activity and Public Health Course for Practitioners

Evaluation of the Physical Activity and Public Health Course for Practitioners

Occupational and Environmental Health Hazards (Physical & Mental) Among Rag-Pickers in Mumbai Slums: A Cross-Sectional Study

Rag pickers are informal workers who collect recyclable materials to earn a small wage on daily basis. Their life and working conditions are extremely difficult. This paper examined the health status, occupational and environmental health hazards among rag-pickers working in dumping ground of Shivaji-Nagar and Govandi Slums of Mumbai, India. The cross-sectional study gathered data by interviewing 120 rag pickers during the Masters in Public Health course curriculum at Tata Institute of Social Sciences (TISS) in the year 2012-13. The Occupational and environmental health (Physical & Mental) hazards were assessed using a standard self-reporting questionnaire. Convenient sampling was used to select the rag pickers from the slums of Mumbai. The study shows, rag-pickers suffer from physical as well as mental ill health. The reason for engaged in such kind of work is due to not having other skills and easy or daily income. Most of them are having habits such as tobacco-chewing and consumption. Dog bite and rat bite are common among Rag-pickers. Redness of eyes, headache, backache, accidental injuries are very common among Rag-pickers. Substance abuse itself is one of the mental disorders present among Rag-pickers. Majority of them are associated with mild depression and mild anxiety as common mental disorders. Rag pickers more frequently report physical and mental health problems. Improving the work lives of these precarious workers should address not only the physical hazards of their jobs but their mental and emotional health as well. Unfulfilled health needs of this underprivileged workforce who contributes to the ecology and economy of the city need to be addressed. Sensitization of both general public and government workforce is essential to legitimize this occupation. This in turn may help to alleviate poverty and environmental degradation which is occurring due to rapid and unplanned urbanization in India.

Incorporating practical application in graduate introductory public health courses

Purpose – The purpose of this paper is to examine the utility of a redesigned course assessment in a required, introductory Master of Public Health (MPH) course to demonstrate competency achievement through practical application. School of public health curricula are informed by competency-based education (CBE) to prepare students for the field. This is a challenge in introductory courses as traditional assessments do not translate into practical application of knowledge. Design/methodology/approach – This retrospective post-test-only evaluation examined a practice-based, multi-disciplinary assessment utilized in Fall 2014 (n = 63 students). Web-based surveys were administered three months after the course to participating students (n = 33), the teaching team or teaching teams (n = 7) and organization representatives (n = 3) to evaluate the utility of the assessment. Questions were analyzed descriptively using chi-square tests, where applicable responses were compared across groups. Findings – Results indicate that a practice-based assessment in an introductory MPH course may enhance student learning by fostering deeper appreciation and application of course content while more closely reflecting the collaborative, multi-disciplinary and problem-solving nature of practice. The assessment may also increase the depth of competency achievement and career preparedness. Practical implications – Institutions that are guided by CBE, train students for multi-disciplinary practice and are impacted by the changing landscape of the field may want to consider course assessments that mimic practice to best prepare students. Originality/value – Course assessments should be evaluated to ensure they appropriately measure competency achievement. This evaluation provides multiple perspectives on the process and outcome of a practice-based course assessment.

Assessing public health knowledge and perceptions of pharmacy students before and after completion of didactic and experiential public health coursework

ObjectivesTo characterize baseline public health knowledge and to evaluate changes in pharmacy student performance after participation in one semester of didactic and experiential public health coursework. MethodsThird-year professional students were surveyed before and after fall semester 2013, a semester in which they completed two public health courses. ResultsTotal public health knowledge score increased from 61.5% to 65.2% (p = 0.006). An increase in mean knowledge score was significant for the domains of social and behavioral science, and epidemiology, but not for the domains of biostatistics, environmental health, and health policy. Students initially perceived the pharmacy curriculum to do the best at preparing them in epidemiology, but this perception changed to social and behavioral science after taking the public health courses. ConclusionA semester of focused public health exposure increased knowledge scores in public health topics by 3.7%. Perceptions about public health education in the pharmacy curriculum were also changed.

Anthropology of Infectious Disease

Merrill Singer’s Anthropology of Infectious Disease argues that pathogens are intertwined with human social worlds. Through a variety of case studies drawn from around the world, from HIV to malaria and from Lyme disease to tuberculosis, the book emphasizes a biosocial or biocultural approach to the understanding of infectious disease. In contrast to a strictly biomedical framework, the core argument of the book is that infectious diseases cannot be understood through biology alone but rather must be considered within the context of the cultural and social worlds they inhabit. The book emphasizes the interactions between biologic, political, economic, sociocultural, and ecologic factors and how these factors affect the emergence, prevention, treatment, distribution, cultural experiences, and global impact of pathogens. The first 2 chapters of the book provide the framework for the rest of the text. The first chapter begins with a history of the anthropology of infectious disease, starting from the post–World War II period to the present day. This chapter continues by making a strong case for the inclusion of anthropologic frameworks in our understanding of microbes and their impact because ethnography and other anthropologic tools link every day on-the-ground experiences to broader social structures and global processes. Following this foundation in social science, the book’s second chapter provides a more biologically based introduction to microbes, emphasizing human–pathogen interaction and evolution. Using theoretical approaches ranging from ecosocial theory, medical ecologic theory, phenomenologic and meaning-centered approaches, and critical medical anthropology, Singer explores a wide array of topics throughout the rest of the book. Drawing from medical ecologic theory, the next 3 chapters explore connections between humans, the environment, and other organisms. These linkages are explored through the lens of multispecies infections and zoonotic diseases, the effect of environmental devastation on patterns of disease, and the evolutionary arms race between humans and emerging drug-resistant pathogens. Moving on to the role of social factors in the differential burden of disease in various populations, the last sections of the book explore social experiences of suffering, highlighting the interaction of infectious with noninfectious disease, the relationship between inequality and emerging infectious disease, and the effects of politics and global structural forces on future pathogenic challenges. Throughout the text, Singer presents a broad array of examples. The volume of case studies drawn upon, although useful in their analytic breadth, could be overwhelming for the novice reader. Thus, the book could benefit from an emphasis on a few core case studies. Overall, however, Anthropology of Infectious Disease is written clearly and compellingly and would make an important addition to a course in public health, medical anthropology, or even microbiology. Although the book could be assigned as a whole, each chapter can stand alone, making it a versatile and practical teaching tool for students at multiple levels. In addition, the book contains a comprehensive glossary and discussion questions at the end of each chapter, making it even more useful in educational settings. Because of its accessible style and clear elucidation of theory, this book is also appropriate for practitioners in medicine or public health and infectious disease who would like to familiarize themselves with social science approaches in the field.

The life story of Joaquim Alberto Cardoso de Melo: Quincas, Um berro à vida

The article seeks to reflect on the contribution of Joaquim Alberto Cardoso de Melo (1936-1993) to the field of public health relating his life story and his scientific production with core issues of education and health, present in his time and which remain in debate to this day. His contribution resulted in the production of new meanings for health practices, with the understanding as social and transdisciplinary phenomena. Based on conversations with co-authors and friends and rereading of his texts, it was decided to approach his biography from: (i) his skills and participation in initiatives and practices of preventive medicine and popular education, which fomented the critical analysis of health education; (ii) his presence as an educator in public health courses throughout the country, eliciting the deconstruction of the theories and practices of education and health with managers, students, professionals and teachers; (iii) his availability for transdisciplinary dialogue with the humanities and social sciences in the search for "epistemological sutures" between reason and passion, capable of responding to the dilemmas and challenges of healthcare work. These three trajectories indicate that the performance of "Quincas" must be understood from his restlessness as a health professional and educator, engaged in the production of knowledge and practices related to the complexity of the phenomenon of life.

Analysis of Available Online Training for Canadian Public Health Professionals

The aim of this study was to investigate the trends and gaps in online training available for Canadian public health professionals. Our second objective was to compare the available courses to the Skills Online modules offered by the Public Health Agency of Canada. Examining solely Canadian providers, elements collected for each online course included source, cost, type of delivery, duration, language, and accreditation. The seven categories of Core Competencies for Public Health in Canada were matched accordingly to each course based on the available description. A total of 113 online courses were identified, with universities being the leading providers (39%). Two distinct groups of online courses were observed: self-directed and facilitated. Of the 53 self-directed courses, 93% were offered without cost, all could be completed within 5 hours, and none offered university credits for completion. For the 60 facilitated courses, 98% charged a registration fee and 97% required at least 25 hours of time commitment. Facilitated courses primarily administered university credits (56%) or continuing education credits (24%). Additionally, facilitated courses showed a more balanced coverage of the seven core competency categories than self-directed courses. Skills Online offered one of the most comprehensive sets of online courses in public health and was the only provider of facilitated courses in both English and French. Further study is needed to determine the knowledge transfer characteristics of self-directed versus facilitated online training for public health professionals. To improve awareness and access, a database of online Canadian public health courses is recommended.

Evaluation of the teaching activity on the courses correlated with public health from the clinical medical students in Sun Yat-sen university

Objective To evaluate the teaching activity on public health courses from clinical medical students in our university in order to provide a scientific basis for improving the curriculum design and teaching reform. Methods The Questionnaire on Teaching Evaluation in Public Health Courses, including teaching attitude, teaching content, teaching methods and teaching effectiveness was designed, and a general investigation was conducted among the clinical medical students of five-year program (840 students) and eight-year program (278 students) in these three aspects to understand students' evaluation to the course, who had finished the public health courses, including Preventive Medicine, Medical Statistics and Epidemiology (hereinafter referred to as: statistics, epidemiology, prevention) in Sun Yat-sen University. Statistical analysis was made using SPSS 13.0 software. Data analysis methods contain descriptive analysis, T-test, ANOVA, LSD, SNK, hierarchical logistic regression analysis, etc. Results The overall score of teaching evaluation is (4.04±0.60). Differences exist between the evaluation in the five-year medical students and the eight-year medical students. The P values were 0.000 (Medical Statistics), 0.269 (Epidemiology), 0.047 (Preventive Medicine). The comparison of scores among the four dimensions shows: Teaching effectiveness β' effectiveness. Conclusions Clinical Medical students' overall evaluation on the public health courses offered by this university was good. Teaching effectiveness and teaching methods still need improvement. Teaching contents are the most influential factor of overall teaching satisfaction, followed by teaching effectiveness. Key words: Clinical medical students; Public health courses; Student evaluation of teaching; Questionnaire survey

Defining and Developing a Global Public Health Course for Public Health Graduates.

Global public health is increasingly being seen as a speciality field within the university education of public health. However, the exact meaning of global public health is still unclear, resulting in varied curricula and teaching units among universities. The contextual differences between high- and low- and middle-income countries, and the process of globalization need to be taken into account while developing any global public health course. Global public health and public health are not separable and global public health often appears as an extension of public health in the era of globalization and interdependence. Though global public health is readily understood as health of global population, it is mainly practiced as health problems and their solutions set within low- and middle-income countries. Additional specialist competencies relevant to the context of low- and middle-income countries are needed to work in this field. Although there can be a long list of competencies relevant to this broad topic, available literature suggests that knowledge and skills related with ethics and vulnerable groups/issues; globalization and its impact on health; disease burden; culture, society, and politics; and management are important.

What impact does community service learning have on medical students' appreciation of population health?

ObjectivesThe Bar Ilan Faculty of Medicine places public health as a priority in its medical curriculum, emphasizing its importance by strategically placing the required course as first on entry into medical school. Students are introduced to the importance of population health and community engagement through participatory community learning experiences. This study aims to examine how participatory community teaching methods impact students' understanding and attitudes towards community health. Study designMixed quantitative and qualitative design. Methods75 first year students completed the required public health course utilizing participatory community methods, including community visits, Team Based Learning, an ethnic forum, and lifestyle medicine. Evaluation comprised skills assessment through project work, analysis of reflective notes and comparison of assessment scores with students in the previous year who experienced a formal lecture-only based curriculum. ResultsStudents acquired public health skills, including conducting a needs assessment, searching for research evidence and designing an evaluation framework. Reflective notes revealed in-depth understanding not only of course aims, but an appreciation of the social determinants of health and the local community. Test marks indicated public health knowledge reached a comparable standard (83 ± 7.3) to the previous year (85 ± 9.3; P = 0.431). ConclusionsParticipatory community learning equips students with public health skills, knowledge, and enhanced understanding of communities. It offers a way to effectively teach public health, while emphasizing the extended role and societal responsibilities of doctors.

The anthropology of infectious disease

This book synthesizes the flourishing field of anthropology of infectious disease in a critical, biocultural framework. Leading medical anthropologist Merrill Singer holistically unites the behaviors of microorganisms and the activities of complex social systems, showing how we exist with pathogenic agents of disease in a complex process of co-evolution. He also connects human diseases to larger ecosystems and various other species that are future sources of new human infections. Anthropology of Infectious Disease integrates and advances research in this growing, multifaceted area and offers an ideal supplement to courses in anthropology, public health, development studies, and related fields.

Practice Makes Perfect

Background. A majority of undergraduate students lack opportunities to engage in research. Often, students must seek research opportunities with faculty members, and these opportunities are generally difficult to acquire. These research experiences increase student satisfaction and success in graduate school. Objectives. Undergraduate public health and health promotion faculty can integrate research skill building into traditional courses through didactic instruction, course assignments, and group discussion. Teaching method. This teaching method includes four key components: (1) didactic instruction, (2) skill development, (3) data collection and analysis, and (4) class discussion. First, students learn the importance of research and free listing as a qualitative research method. Second, the class participates in a free listing exercise to learn how to collect, format, analyze, and synthesize free listing data. Third, students apply skills learned in the class session by collecting data, formatting data for analysis, analyzing data, and preparing a results section describing their findings. Fourth, the instructor aggregates the data to facilitate a class discussion. By completing these assignments, students learn about the research process and enhance their skills in qualitative research methods. Results/outcomes. This activity supports the development of research skills in public health and health promotion courses. This method can be suited for courses of any size or format (lecture-based, online, or blended format). Faculty can be confident that students can understand and apply research methods, as well as analyze data, thus supporting students’ transitions into the workforce or graduate education programs.