A 2020 Vision for Educating the Next Generation of Public Health Leaders

Koh, Howard K.; Nowinski, Juleigh M.; Piotrowski, Julie

doi:10.1016/j.amepre.2010.09.018

Cited by 24 publications

(12 citation statements)

References 6 publications

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“…Distinct from the new public health paradigm, provider training continues to focus on discipline-specific knowledge bases. 48 Our findings suggest that, in addition to discipline-specific knowledge, training should advance providers’ understanding of the community where they work by studying day-to-day occurrences that can enhance knowledge of local cultures and priorities. Training should support collaboration between diverse providers and encourage all providers to follow CHWs’ lead, incorporating local knowledge into practice.…”

Section: Discussionmentioning

confidence: 84%

Primary Care and Public Health Services Integration in Brazil’s Unified Health System

Pinto

Wall

et al. 2012

Am J Public Health

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Objectives We examined associations between transdisciplinary collaboration, evidence-based practice, and primary care and public health services integration in Brazil’s Family Health Strategy. We aimed to identify practices that facilitate service integration and evidence-based practice. Methods We collected cross-sectional data from community health workers, nurses, and physicians (n = 262). We used structural equation modeling to assess providers’ service integration and evidence-based practice engagement operationalized as latent factors. Predictors included endorsement of team meetings, access to and consultations with colleagues, familiarity with community, and previous research experience. Results Providers’ familiarity with community and team meetings positively influenced evidence-based practice engagement and service integration. More experienced providers reported more integration and engagement. Physicians reported less integration than did community health workers. Black providers reported less evidence-based practice engagement than did Pardo (mixed races) providers. After accounting for all variables, evidence-based practice engagement and service integration were moderately correlated. Conclusions Age and race of providers, transdisciplinary collaboration, and familiarity with the community are significant variables that should inform design and implementation of provider training. Promising practices that facilitate service integration in Brazil may be used in other countries.

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Section: Discussionmentioning

confidence: 84%

Primary Care and Public Health Services Integration in Brazil’s Unified Health System

Pinto

Wall

et al. 2012

Am J Public Health

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“…Public health education at the undergraduate level continues to grow following national recommendations to increase the proportion of 4 year colleges and universities that offer public health degree programs such that all undergraduates have access to public health education (1–3). The 2003 Institute of Medicine report also drew attention to the importance of training for the public health workforce (3).…”

Section: Background and Rationalementioning

confidence: 99%

Learn by Doing: A Model for Incorporating High-Impact Experiential Learning Into an Undergraduate Public Health Curriculum

Chorazy

Klinedinst

2019

Front. Public Health

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Many accredited schools and programs of public health integrate experiential learning into the capstone experience for undergraduate public health majors; thus, the experiential learning capstone must be both cumulative and integrative. A goal of experiential learning is to foster the application of concepts and skills learned in the classroom to real-world public health situations. Students may benefit from earlier opportunities to engage in high-impact experiential learning activities. Therefore, the University of Iowa College of Public Health developed an experiential learning requirement that is separate from the capstone course. Our students' experiential learning activities do not need to be cumulative across the entire curriculum, but they should be integrative. Public health undergraduate students at the University of Iowa must successfully complete at least one of the following experiences in public health: research, internship, service learning, or global learning. This article will provide a model for the creation of an experiential learning program for undergraduate public health students that is separate from the culminating, capstone experience.

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“…Thus, solving problems and sustaining health gains are more likely to occur with whole-of-government approaches incorporating "Health in All Policies" (HiAP) that include champions within the health sector who bring a health perspective [2][3][4]. As the single largest health sector provider, and often the first to recognize health problems and the need for policy changes to address health 0168-8510/$ -see front matter © 2012 Elsevier Ireland Ltd. All rights reserved.…”

Section: Introductionmentioning

confidence: 99%

Priority setting and policy advocacy by nursing associations: A scoping review and implications using a socio-ecological whole systems lens

MacDonald¹,

Edwards²,

Davies³

et al. 2012

Health Policy

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A 2020 Vision for Educating the Next Generation of Public Health Leaders

Cited by 24 publications

References 6 publications

Primary Care and Public Health Services Integration in Brazil’s Unified Health System

Primary Care and Public Health Services Integration in Brazil’s Unified Health System

Learn by Doing: A Model for Incorporating High-Impact Experiential Learning Into an Undergraduate Public Health Curriculum

Priority setting and policy advocacy by nursing associations: A scoping review and implications using a socio-ecological whole systems lens

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