Alumni survey of Masters of Public Health (MPH) training at the Hanoi School of Public Health

Le, Linh Cu; Bui, Quyen; Nguyen, Ha Thanh; Rotem, Arie

doi:10.1186/1478-4491-5-24

Cited by 21 publications

(39 citation statements)

References 2 publications

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“…Graduates felt the programme had helped them to enhance practical skills the most; a finding that is consistent with other studies on the impact of master's programmes of public health 9, 10, 11, 12, 13, leadership 14, 15, 16, 17 and primary care 18. Scores were somewhat lower for generic skills though.…”

Section: Discussionsupporting

confidence: 84%

“…Perceived skills and career progression have been used widely to assess the impact of postgraduate public health programmes because they provide valuable information for quality assurance and improvement 9, 10, 11, 12, 13, 14, 15, 16, 17, 18. In some cases, they are also useful for accountability, academic recognition (accreditation) and marketing purposes.…”

Section: Introductionmentioning

confidence: 99%

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Perceived learned skills and professional development of graduates from a master in dental public health programme

Aslam

Delgado‐Angulo

Bernabé

2015

Eur J Dental Education

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IntroductionAssessing the impact of a training programme is important for quality assurance and further development. It also can helps with accountability and marketing purposes. This study evaluated the impact of King's College London (KCL) Master of Science programme in Dental Public Health in terms of graduates' perceived learned skills and professional development.MethodsAn online questionnaire was sent to individuals who completed successfully the KCL Master of Science programme in Dental Public Health and had a valid email address. Participants provided information on demographic characteristics, perceived learned skills (intellectual, practical and generic) and professional development (type of organisation, position in the organisation and functions performed at work before and after the programme). Learned skills' scores were compared by demographic factors in multiple linear regression models, and the distribution of responses on career development was compared using nonparametric tests for paired groups.ResultsAlthough all scores on learned skills were on the favourable side of the Likert scale, graduates reported higher scores for practical skills, followed by intellectual and generic skills. No differences in scores were found by sex, age, nationality or time since graduation. In terms of career development, there were significantly higher proportions of graduates working in higher education institutions and taking leadership/managerial roles in organisations as well as greater number and variety of functions at work after than before the programme.ConclusionThis online survey shows that the programme has had a positive impact on graduates in terms of perceived learned skills and professional development.

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Section: Discussionsupporting

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Perceived learned skills and professional development of graduates from a master in dental public health programme

Aslam

Delgado‐Angulo

Bernabé

2015

Eur J Dental Education

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“…Its current scope of practice is not with direct patient care. Similar to other countries, work is at local, regional and national levels [4–7], often in policy and leadership positions [8,9], in public institutions, in academia and research [5,10]. Specialists qualify through four-year university-based training progammes accredited by the HPCSA.…”

Section: Introductionmentioning

confidence: 99%

Motivations of South African physicians specialising in public health

Zweigenthal

Pick

London

2018

Global Health Action

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Background: South African physicians can specialise in public health through a four-year ‘registrar’ programme. Despite national health policies that seemingly value public health (PH) approaches, the Public Health Medicine (PHM) speciality is largely invisible in the health services. Nevertheless, many physicians enrol for specialist training. Objectives: This study investigated physicians’ motivations for specialising in PHM, their intended career paths, perceptions of training, and perspectives about the future of the speciality. Methods: Focus groups and in-depth interviews were conducted with specialists-in-training and newly qualified specialists, and thematic analysis of transcripts was performed. Results: Motivations, often driven by difficult experiences as young physicians in poorly resourced clinical settings, stemmed from a commitment to improving communities’ health and desire to impact on perceived failing health systems. Rather than ‘exiting’ the South African health service, selecting PHM specialist training enacted participants’ ‘loyalty’ to population health. Participants anticipated carving out their own careers due to an absence of public sector career paths. They believed specialists’ contribution centred on providing ‘public health intelligence’ – finding and interpreting information; supporting services through management and leadership; and inputting into policymaking and planning. Conclusions: Competencies of PHM specialists should be refined to inform and improve management of this scarce human resource for health. This is particularly important given the proposed major health reforms towards universal health coverage in South Africa presently. In addition, findings highlight the importance of physicians’ early work experiences where avenues for expressing ‘voice’, mediated by ‘loyalty’, could be utilised to improve public sector health systems.

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“…E-learning for healthcare has been strongly developed in other countries, as it can easily provide continuing medical education [5], but in Vietnam, it is only just beginning to be explored. In a previous needs assessment of healthcare workers, we identified a strong need for improved training in management skills and intellectual abilities [6][7][8]. Additionally, despite the healthcare professionals' expression of interest in lifelong continued professional education, we found that high workloads and lack of public appreciation towards public health and preventive medicine lead to a high rate of turnover and lack of motivation and desire to continue learning among healthcare workers.…”

Section: Introductionmentioning

confidence: 92%

“…Literature searches provided us with many skills to include, such as motivation and desire to learn [1,2] and interaction and collaboration skills [1][2][3][4]. We identified further specific skills through a review of our previous study on necessary skills for preventive medicine workers, which included management skills and intellectual abilities, as well as expected training outcomes for accredited public health and preventive medicine programs in Vietnam [6,7].…”

Section: Measures and Instrumentsmentioning

confidence: 99%

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

Tran¹

2014

J Community Med Health Educ

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BackgroundE-learning has rapidly emerged over the past few decades as an effective alternative to traditional classroom-based education. Because it transcends geographical and time boundaries, e-learning has the potential to reach a much wider, even global, audience. It is also a very learner-centred form of education, and given its inherent need to archive teaching material, can be a useful platform for storing and sharing information [1]. Finally, despite the large initial start-up costs for e-learning, it has the potential for enormous cost-savings in the long term.However, despite the immense promise of e-learning, there are several concerns and documented disadvantages of the e-learning format. The mostly passive and isolated format of e-learning courses can lead to boredom and disengagement from the material, in turn leading to a lack of motivation to learn [1,2]. Indeed, e-learning has been found to have higher dropout rates than traditional education programs [1]. Without having the constant presence of other students and instant feedback from professors, e-learning can be limited in terms of opportunities for interaction and collaboration [1][2][3][4]. Finally, many people have raised the concern that e-learning is only good for knowledge acquisition, and not effective at training people in more abstract concepts and hands-on skills.Given these concerns, our purpose with this study was to assess the ability of an e-learning course to teach students academic and professional skills, rather than just scientific knowledge, and to provide a satisfying educational experience. This is particularly important when considering the use of e-learning for public health. E-learning for healthcare has been strongly developed in other countries, as it can easily provide continuing medical education [5], but in Vietnam, it is only just beginning to be explored. In a previous needs assessment of healthcare workers, we identified a strong need for improved training in management skills and intellectual abilities [6][7][8]. Additionally, despite the healthcare professionals' expression of interest in lifelong continued professional education, we found that high workloads and lack of public appreciation towards public health and preventive medicine lead to a high rate of turnover and lack of motivation and desire to continue learning among healthcare workers. Therefore, our purpose with this study was to explore the ability of an e-learning course to deliver a highly motivating and satisfying educational experience that teaches academic and professional skills in addition to knowledge acquisition.

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Alumni survey of Masters of Public Health (MPH) training at the Hanoi School of Public Health

Abstract: Background: 1) To elicit the opinions of the Public Health alumni of the MPH program; 2) To assess the applicability of the knowledge and skills acquired; 3) To identify the frequency of the public health competencies that the alumni performed.

Cited by 21 publications

References 2 publications

Perceived learned skills and professional development of graduates from a master in dental public health programme

Perceived learned skills and professional development of graduates from a master in dental public health programme

Motivations of South African physicians specialising in public health

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

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