Public Healthcare Professionals Research Articles

Interdisciplinary Diabetes Management: Hybrid Course

Due to the growing epidemic of diabetes, a graduate-level, interdisciplinary, hybrid diabetes management course for nurses and public health care professionals was developed. A description of the course, assignments and teaching strategies are provided. In addition, the Diabetes Knowledge Questionnaire (DKQ) was used to evaluate students’ diabetes knowledge before and after taking the course. Overall, there were significant improvements in mean scores of the DKQ when pre-test was compared to post-test.

Designing the Framework for Competency-Based Master of Public Health Programs in India

Competency in the practice of public health is the implicit goal of education institutions that offer master of public health (MPH) programs. With the expanding number of institutions offering courses in public health in India, it is timely to develop a common framework to ensure that graduates are proficient in critical public health. Steps such as situation assessment, survey of public health care professionals in India, and national consultation were undertaken to develop a proposed competency-based framework for MPH programs in India. The existing curricula of all 23 Indian MPH courses vary significantly in content with regard to core, concentration, and crosscutting discipline areas and course durations. The competency or learning outcome is not well defined. The findings of the survey suggest that MPH graduates in India should have competencies ranging from monitoring of health problems and epidemics in the community, applying biostatistics in public health, conducting action research, understanding social and community influence on public health developing indicators and instruments to monitor and evaluate community health programs, developing proposals, and involving community in planning, delivery, and monitoring of health programs. Competency statements were framed and mapped with domains including epidemiology, biostatistics, social and behavioral sciences, health care system, policy, planning, and financing, and environmental health sciences and a crosscutting domain that include health communication and informatics, health management and leadership, professionalism, systems thinking, and public health biology. The proposed competency-based framework for Indian MPH programs can be adapted to meet the needs of diverse, unique programs. The framework ensures the uniqueness and diversity of individual MPH programs in India while contributing to measures of overall program success.

Access to information supporting availability of medicines for patients suffering from rare diseases looking for possible treatments: the EuOrphan Service

Currently in Europe, approximately 30 million people suffer from rare diseases, and a major problem is that many patients do not have access to quality healthcare for their disorders. Moreover, there is also a lack of quality information and a networking system aimed at supporting interaction among patients, clinicians, researchers, pharmaceutical industries, and governmental bodies. The purpose of this article is to inform physicians, public health care professionals, and other health care providers about EuOrphan service, the aim of which is to ensure easier access to quality information on rare diseases and their treatment. A set of web-based services is available at www.euorphan.com where information for target-users on treatments and products available worldwide for rare disease care as well as indications about healthcare centers are provided. Moreover, the service aims at providing consultancies for pharmaceutical companies to ultimately support the European legislation in bringing new drugs of a high ethical standard to the market and to exert a positive impact on the large population of patients suffering from rare diseases in Europe. The services provided by EuOrphan can facilitate concrete networking among patients, patient associations, doctors, and companies and also support the organization of clinical trials. In this perspective, EuOrphan could become a very valuable tool for globalizing the information about the availability of treatment (authorized or under development) of orphan patients.

Community Experiential Learning Opportunities In the Drexel University Professional Doctor of Physical Therapy Program

Background and Purpose. Community experiential learning opportunities culminating in service learning activities provide Doctor of Physical Therapy (DPT) students with knowledge and skills that enhance their understanding of patient-centered care in the context of the patient's environment (community, home, family, and individual). Students who engage in community experiential learning opportunities interact with patients in the real world. These students may strengthen their problem-solving and clinical skills and learn to be flexible as they address reallife issues that affect health outcomes for their patients. Method/Model Description and Evaluation. The purpose of this brief report is to describe a model that integrates community experiential learning opportunities and service learning activities by threading the experiences across a DPT curriculum. The goal at Drexel University is to provide students with opportunities that match their developing knowledge base and clinical skills. Through community experiences provided in 3 phases, students are able to gradually gain mastery and confidence in community-based health care. Outcomes. Course evaluations, reflection reports, and focus group discussions indicate that students value community-based learning experiences. These experiences enrich professional development and personal growth. Furthermore, the activities help students understand patients' life situations, an understanding that in turn may improve patient-centered care and help build respectful relationships between patients and future health care professionals. Discussion and Conclusion. Partnership building among clinical and public health care professionals, community health care providers, and faculty is essential for the future development of these student experiences. Key Words: Doctor of Physical Therapy curriculum, Community experiences, Service learning, Student learning. Drexel University, a large urban university, prepares students for professional roles and encourages them to become responsible citizens through activities that meet community needs.1 The University's mission statement embodies this belief: To serve its students and society through comprehensive, integrated academic offerings enhanced by technology, cooperative education and clinical practice in an urban setting.1 This mission is exemplified in the mandatory service learning experience for all undergraduates that is conducted through the University's Center for Civic Engagement. The Civic Engagement program expands on the University's long-standing commitment to the community and to experiential learning. This program provides students with a variety of experiences that are rich in cultural, social, and ethnic diversity.2 The College of Nursing and Health Professions (CNHP) at Drexel University houses 7 academic programs for the education of health care professionals. The Programs in Physical Therapy and Rehabilitation Sciences in the CNHP offer a professional Doctor of Physical Therapy (DPT) degree and postprofessional physical therapy education. The mission statement for the professional DPT program reflects the values and priorities of both Drexel University and the CNHP: 'To educate doctors of physical therapy, to meet current and future health care needs and challenges through a learning environment that promotes academic excellence, evidence based practice, and a diversity of clinical experiences. Drexel University strives to graduate innovative and caring practitioners who possess a sense of civic and professional responsibility and value lifelong learning.3 Community experiential learning opportunities were designed by faculty members with interest and experience in community service and service learning and embedded throughout the professional DPT curriculum. Experiential learning is sometimes referred to as incidental or informal learning and includes concepts in adult learning, such as self-directed learning, lifelong learning, working knowledge, practical intelligence, and situated learning. …

The history and threat of biological warfare and terrorism

The inevitable conclusion is that the availability of biological warfare agents and supporting technologic infrastructure, coupled with the fact that there are many people motivated to do harm to the United States, means that America must be prepared to defend her homeland against biological agents. Some have argued to the contrary, that the threat and risks from a biological weapon attack are not to be considered serious, because [39]: They've not been used yet on a large scale so they probably won't be in the near future. Their use is so morally repugnant that they probably won't be used at all. The technologic hurdles associated with isolating, growing, purifying, weaponizing, and disseminating adequate quantities of pathologic agents are so high that only the most advanced laboratories could attempt the process. Similar to a 'nuclear winter,' the aftermath of a biological attack is so unthinkable that none would attempt it. Unfortunately, the trends associated with biotechnology globalization, terrorist group dynamics, and global/regional politics render these beliefs untenable and inappropriate, as recent events have underscored. To that end, the United States has accelerated its program of defense against biological weapons, as it must. Biological weapons are such dreadful weapons of uniqueness and complexity that a specific defense strategy is paramount. Elements of this program include pharmaceutical stockpiles, heightened surveillance systems, energized vaccine development programs, and comprehensive training initiatives. Although the depth and breadth of these efforts are unprecedented, above all these efforts is the absolute necessity for medical and public health care professionals to be educated and actively involved. These professionals are the sine qua non of future defensive readiness. This is just the start; unfortunately, there is no end yet in sight.