Multiple Perspectives on Collaboration between Schools of Public Health and Public Health Agencies

Kegler, Michelle C.; Lifflander, Anne; Buehler, James W.; Collins, D. Louis; Wells, Joy G.; Davidson, H. Clint; Hishamuddin, Pengiran

doi:10.1177/003335490612100522

Cited by 12 publications

(20 citation statements)

References 22 publications

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“…In addition to teaching course-specific competencies, PBT allows students to expand their professional networks, explore potential careers, obtain teamwork experience, and develop a broader set of professional skills (Hartwig et al, 2004). For faculty, PBT results in potentially richer practice and scholarship opportunities with local agencies (Kegler et al, 2006), plus a deeper understanding of local public health issues and exposure to new topics (see Figure 1).…”

Section: Utility Of Practice-based Teaching In Public Health Curriculamentioning

confidence: 99%

Practice-Based Teaching and Public Health Training: Bringing Real-World Projects to the Classroom to Teach Intervention Planning and Communication Strategies

Greece

DeJong

Schonfeld

et al. 2018

Pedagogy in Health Promotion

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In 1988, the Institute of Medicine (IOM) recommended that schools of public health in the United States improve student training for practice-based work through collaborations with local public health practitioners (IOM, Committee for the Study of the Future of Public Health, & Division of Health Care Services, 1988). Ensuring that Master of Public Health (MPH) courses have students work on real-world problems is even more essential now (Hilliard & Boulton, 2012), with the move to competency-based education (Association of Schools and Programs of Public Health, 2013; Council on Education for Public Health, 2011) and incoming students who are younger and have less professional experience (Kennedy & Baker, 2005). One approach to ensuring student competency achievement through practical application is practicebased teaching (PBT), which is fundamental to nursing and medical education (Koh, 2002; Wass, 2011) but less often used in public health education (Hartwig, Pham, & Anderson, 2004). PBT is best accomplished through formal relationships between schools and public health agencies, as schools alone cannot fully simulate realworld experience in class (Frenk et al., 2010). PBT can be resource-and time-intensive for faculty and others, but its potential for training a highly prepared workforce makes it a worthwhile investment.

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Section: Utility Of Practice-based Teaching In Public Health Curriculamentioning

confidence: 99%

Practice-Based Teaching and Public Health Training: Bringing Real-World Projects to the Classroom to Teach Intervention Planning and Communication Strategies

Greece

DeJong

Schonfeld

et al. 2018

Pedagogy in Health Promotion

View full text Add to dashboard Cite

show abstract

“…7 Interns commonly report not being challenged, perhaps, in part, because of limited amount of time preceptors can devote to project development and oversight. 7,8 The goal of this collaboration is to expose students to the practice environment in a way that encourages development of skills necessary to becoming successful leaders in the public health workforce.…”

Section: • Discussionmentioning

confidence: 99%

Developing an Academic Health Department in Northeast Tennessee

Brooks

Blackley

Masters³

et al. 2014

Journal of Public Health Management and Practice

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Christian Williams, MPH; Robert Pack, PhD r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r r I n an effort to bridge the gap between public health practice and academia, the Health Resources and Services Administration-funded Tennessee Public Health Training Center (LIFEPATH) has supported establishment of an academic health department (AHD) involving the East Tennessee State University College of Public Health (COPH) and the Sullivan County Regional Health Department (SCRHD). The SCRHD identified a need to increase internal capacity to conduct ongoing community health assessment and community-centered practice. Similarly, the COPH recognized the need to expand evidence-based practice implementation and evaluation opportunities for public health students. Personnel from the SCRHD, LIFEPATH, and the COPH developed a formal AHD agreement during the summer of 2012 and launched the program the subsequent fall semester. One aspect of the COPH/SCRHD/LIFEPATH model that addresses financial barriers experienced by other AHDs is the competitive awarding of the coordinator position to a doctor of public health student from the COPH, demonstrating investment in the model by the college. The doctor of public health student gains leadership experience through project management, coordination of the local health council, and day-to-day facilitation of undergraduate and master's student interns. The SCRHD benefits from the formal academic background of graduate-level interns dedicated to working in the community. This AHD framework offers an opportunity for doctoral-level students to develop practical leadership skills in a health department while enhancing the capacity of the SCRHD and the COPH to serve their community and stakeholders.Over the past 5 years, between 38% and 45% of local health departments in the United States have experienced budgets cuts, resulting in job losses and elimination of services. 1,2 In this environment of diminished resources, partnerships have become essential for local health departments to maintain the capacity necessary to respond to local health needs. With 50 accredited schools of public health, and more than 85 accredited master of public health (MPH) programs, academic institutions increasingly seek to partner with health agencies in an effort to engage student interns in public health practice, train future employees, and enhance the reach of their programs. 3 In 2003, the Association of Schools of Public Health and the Centers for Disease Control and Prevention funded 14 projects supporting the establishment of academic health departments (AHDs) around the country as a way to promote collaboration between researchers and practitioners. 4 As a formal collaboration between an academic public health institution and at least one local or state health department, AHDs can facilitate

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“…B. Knox, unpublished data, 2011) The movement toward the development of more formal academic health departments may also be helpful in creating greater opportunities for education of multiple disciplines in public health practice settings. 31,33,34 This study has a number of limitations. The response rate of 23% was low.…”

Section: Public Health Drinking and Driving Prevention Programmentioning

confidence: 97%

“…This "perfect storm" makes finding field placements in LHDs ever more difficult since time constraints and lack of financial supports for students are known to be barriers to involving students in LHDs. 31 Academic-practice collaboration may be the most promising strategy for continued improvement in educating the public health workforce. 22 Moon and colleagues 20 were able to double the number of students placed in public health departments and increase the percentage of students who reported interest in working in public health.…”

Section: Public Health Drinking and Driving Prevention Programmentioning

confidence: 99%