Extending the scope of interprofessional education: Integrating insights from policy, management and economics for improved health outcomes

Shehzad, Shafqat

doi:10.1016/j.jtumed.2016.10.013

Cited by 1 publication

(2 citation statements)

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“…This has been among the philosophies that were prioritized throughout the journey of developing a new curriculum to equip more public health professionals with the skill sets required in the complex public health landscape. As public health has evolved from a narrow, disease-focused discipline to a broader multidisciplinary and multisectoral endeavor, paradigms from other disciplines have been increasingly utilized to bring innovations in public health undergraduate education (40,41). The diversity of students that we envision who will enroll in this second major is thus a foreseen strength of the program, given the opportunities for an appreciation of a broad range of disciplines, as well as windows to encourage interdisciplinary learning.…”

Section: Discussionmentioning

confidence: 99%

“…The increasingly interconnected nature of issues faced by the future public health worker often means that various tools and techniques are needed, which have to come from exposure to various disciplines as early as during the undergraduate years. This innovative form of learning is believed to provide fertile ground for the cultivation of future healthcare leaders, system thinkers, and innovators rather than routine thinkers for the field (40,41). Third, in view of the diversity of students who will be expected to enroll in the second major, scaffolding-the use of a variety of instructional techniques to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process (42)-is hence essential.…”

Section: Discussionmentioning

confidence: 99%

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An Integrative Approach to Needs Assessment and Curriculum Development of the First Public Health Major in Singapore

Lim

Teng

Azfar

et al. 2020

Front. Public Health

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Although public health undergraduate education is increasingly popular in the West, studies describing the needs assessment and curriculum development of public health undergraduate education programs are lacking in the Asia Pacific. The objective of this study was to describe the needs assessment and curriculum development of a second major in public health for undergraduates in the National University of Singapore, the first in Singapore. We used the integrated framework for curriculum development in higher education, which consisted of five stages. In Stage 1, the environment was assessed on the need for a new curriculum. Externally, there was a demand for public health workforce in Singapore based on a review of reports from the Ministry of Health and the job portals. Internally, there was a demand from existing students of the university, along with support from the faculty to offer a new curriculum. There was no university in Singapore offering an undergraduate major program in public health. In Stage 2, competencies to be developed were identified from public health job descriptions using job portals, the needs of public health stakeholders, and competencies listed in the public health curriculum accreditation frameworks such as the Council on Education for Public Health. In Stage 3, based on data triangulation, the curriculum was designed as a second major that is offered to all students of the university from year 2 onward. Students have to complete a total of 12 modules, of which 6 are core and 6 are elective. The capstone module is a 320-h internship module where students will be attached to public health-related agencies, organizations, or non-governmental organizations. Our curriculum is generally aligned with undergraduate public health programs in other established universities in the United States of America, United Kingdom, Australia, and Hong Kong. In Stage 4, various pedagogical strategies were identified for the core modules. We are currently at Stage 5 where implementation, monitoring, and evaluation are still being carried out. We hope that the lessons learnt will serve to inform other universities in the Asia Pacific that are considering implementing such programs and broadening their offerings in public health education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%