Maximizing the contribution of the public health workforce: the English experience

Sim, F.; Lock, Karen

doi:10.2471/blt.07.044289

Cited by 22 publications

(16 citation statements)

References 11 publications

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“…The literature recommends flexible and/or equal recognition of diverse education and professional backgrounds to meet the increasing demands posed by emerging public-health issues [35]. In the UK, following the replacement of ‘Faculty of Community Medicine’ with ‘Faculty of Public Health,’ uniform certification procedures were introduced for all public health professionals regardless of previous educational backgrounds in order to recognize those with versus those without specialist public health knowledge, rather than division into physicians versus non-physicians [35-37]. Although Nepal was one of the signatories of the South-East Asia Public Health Initiative, which emphasized that public health is multidisciplinary [38], equal recognition of (non-physician) public health professionals does not exist in practice.…”

Section: Discussionmentioning

confidence: 99%

Assessment of graduate public health education in Nepal and perceived needs of faculty and students

et al. 2013

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BackgroundDespite the large body of evidence suggesting that effective public health infrastructure is vital to improving the health status of populations, many universities in developing countries offer minimal opportunities for graduate training in public health. In Nepal, for example, only two institutions currently offer a graduate public health degree. Both institutions confer only a general Masters in Public Health (MPH), and together produce 30 graduates per year. The objective of this assessment was to identify challenges in graduate public health education in Nepal, and explore ways to address these challenges.MethodsThe assessment included in-person school visits and data collection through semi-structured in-depth interviews with primary stakeholders of Nepal’s public health academic sector. The 72 participants included faculty, students, alumni, and leaders of institutions that offered MPH programs, and the leadership of one government-funded institution that is currently developing an MPH program. Data were analyzed through content analysis to identify major themes.ResultsSix themes characterizing the challenges of expanding and improving graduate public health training were identified: 1) a shortage of trained public health faculty, with consequent reliance on the internet to compensate for inadequate teaching resources; 2) teaching/learning cultures and bureaucratic traditions that are not optimal for graduate education; 3) within-institution dominance of clinical medicine over public health; 4) a desire for practice–oriented, contextually relevant training opportunities; 5) a demand for degree options in public health specialties (for example, epidemiology); and 6) a strong interest in international academic collaboration.ConclusionDespite an enormous need for trained public health professionals, Nepal’s educational institutions face barriers to developing effective graduate programs. Overcoming these barriers will require: 1) increasing the investment in public health education and 2) improving the academic environment of educational institutions. Long term, committed academic collaborations with international universities may be a realistic way to: 1) redress immediate inadequacies in resources, including teachers; 2) encourage learning environments that promote inquiry, creativity, problem-solving, and critical thinking; and 3) support development of the in-country capacity of local institutions to produce a cadre of competent, well-trained public health practitioners, researchers, teachers, and leaders.

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Section: Discussionmentioning

confidence: 99%

Assessment of graduate public health education in Nepal and perceived needs of faculty and students

et al. 2013

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“…In 2007, nine regional Teaching Public Health Networks were set up in England to help build educational capacity for teaching public health in a multi-disciplinary manner, with a particular focus on the wider workforce (Sim et al, 2007). In the South East region the Teaching Public Health Network (SE TPHN) covers an area with a population of some eight million, and a complex infrastructure of health, local government and higher education provision.…”

Section: Establishment Of Teaching Public Health Networkmentioning

confidence: 99%

Developing trainee school teachers' expertise as health promoters

et al. 2010

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Developing trainee school teachers' expertise as health promoters. Abstract PurposeReport the outcomes of an education and public health collaboration investigating the impact of adapted training to enhance teacher's potential role to promote child health and wellbeing. DesignStudy conducted in three phases: i) survey of health education content universities' in initial teacher training courses; ii) longitudinal survey at commencement and completion of course to capture trainees' knowledge, skills and attitudes towards health and their role in health promotion; iii) mapping curriculum content against qualified teacher standards and public health competencies.

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“…Thus, an understanding of factors such as inadequate infrastructure, inadequate salaries, or intangibles, that infl uence the decisions of health workers to leave or to stay, and the strategies effective for retention, is imperative. [5][6][7] The phenomenon of inadequate numbers of doctors internationally, exacerbated by the maldistribution of doctors who are over-represented in the private sector, in cities and in wealthier countries, has left those in most need (poor, rural, and marginalized individuals and groups) underserved. The World Health Organization indicates that about 4 million health workers are needed globally.…”

Section: Introductionmentioning

confidence: 99%

Workforce Resources for Health in Developing Countries

Bangdiwala

Fonn

Okoye³

et al. 2010

Public Health Rev

116

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With increased globalization and interdependence among countries, sustained health worker migration and the complex threats of rapidly spreading infectious diseases, as well as changing lifestyles, a strong health workforce is essential. Building the human resources for health should not only include healthcare professionals like physicians and nurses, but must take into consideration community health workers, mid-level workers and strengthened primary healthcare systems to increase coverage and address the basic health needs of societies. This is especially true in low and middle-income countries where healthcare access is a critical challenge.There is a global crisis in the health workforce, expressed in acute shortages and maldistribution of health workers, geographically and professionally. This massive global shortage, though imprecise quantitatively, is estimated at more than 4 million workers. To respond to this crisis, policies and actions are needed to address the dynamics of the health labour market and the production and management of the health workforce, and to strengthen the performance of existing health systems. Schools of public health need to develop the range of capacity and leadership in addition to the traditional training of healthcare managers and researchers. Countries should fi rst identify their health problems in order to properly address their health worker needs, retention, recruitment and training, if they are to come close to reaching the Millennium Development Goals (MDGs) for health.

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Maximizing the contribution of the public health workforce: the English experience

Cited by 22 publications

References 11 publications

Assessment of graduate public health education in Nepal and perceived needs of faculty and students

Assessment of graduate public health education in Nepal and perceived needs of faculty and students

Developing trainee school teachers' expertise as health promoters

Workforce Resources for Health in Developing Countries

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