Practical competencies for public health education: a global analysis

Mapping competency frameworks: implications for public health curricula design

“…Our mapping of eight public health competency frameworks showed that although they remain significantly different in structure, format and levels of detail, the competency sets examined generally do not vary widely; the core content is similar internationally 5 . Each set of competencies illustrates the broad nature of public health practice covered in the Charter and in the scope of core competencies that graduates should attain by the end of an educational program.…”

“…In the latter instance, educators must decide which competencies are applicable to which degree level. We also questioned how extensively and accurately the more detailed competency sets can or need to be covered, taught and assessed within a single program 5 . There can be challenges around attending to a large set of competencies within a curriculum, especially at the postgraduate level where the duration of the degree is commonly less than undergraduate programs.…”

“…Although a full description of the method and quantitative results is provided elsewhere, 5 in brief our mapping process involved using a pre‐formed template to map the competency statements from each framework against the core elements of the Charter. We then quantified coverage of the Charter's elements in each of the frameworks.…”

“…Our original research 5 also identified several implications for public health teaching and learning programs, particularly curriculum design and teaching practices. Furthermore, it highlighted implications for the accreditation of education and training programs and professional registration of public health practitioners, both being mechanisms for professionalising the public health workforce 6 .…”

Re-thinking Public Health Education in Aotearoa New Zealand: Factory Model to Personalized Learning

“…The call for less "aboutism" (Gilbert, 2015) also highlights an issue: that of what public health content has traditionally been "about" and what it needs to transform to become. Globally, including in Aotearoa New Zealand, public health education has been dominated by biomedical and western health system norms (Trilling and Fadel, 2009;Coombe et al, 2020). Greater choice to explore subjects and paradigms allows for those which have been excluded, such as Mâori and Pacifica models of health and equity.…”