The MACH Model: From Competencies to Instruction and Performance of the Public Health Workforce

Miner, Kathleen R.; Ches, Wendy Childers Mph, Ma,; Alperin, Melissa; Cioffi, Joan P.; Hunt, Nancy P.

doi:10.1177/00333549051200s104

Cited by 40 publications

(43 citation statements)

References 2 publications

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“…Academia should embed practical experiences with realistic conditions of ambiguity, benefits, and consequences, as well as opportunities for reflecting on these experiences in its educational programs. The CEPH requirement for practicum underscores this point, as do those who have discussed similar concerns in public health and other health professional workforce development (18,34,35,38,39,43,44,46,56,62,77,79). Public health needs to assess the relative educational benefits of different methods for providing practical experiences.…”

Section: Challenges and Opportunitiesmentioning

confidence: 92%

“…Thus, designing public health educational programs that consider adult professionals' learning needs is critical. Multiple authors consider the principles that facilitate adult learning (e.g., 13,51,67,80), which include implications for public health education (15,62,68).…”

Section: Adult Learning Theorymentioning

confidence: 99%

“…To be effective, we need to integrate what is known about how adults learn and to use systematic instructional and educational design methods. Public health workforce development should be purposeful, outcome-based, strategic, and based on the contextual needs of the work environment and on sound principles of adult learning (62). Moreover, given the need for public health professionals not only to know public health and their discipline but also to know how to apply their knowledge in the public health practice context, this is an important area of partnership for the academic and practice communities.…”

Section: Introductionmentioning

confidence: 99%

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Outcome-Based Workforce Development and Education in Public Health

Koo

Miner

2010

Annu. Rev. Public Health

100

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The broad scope of the public health mission leads to an increasingly diverse workforce. Given the range of feeder disciplines and the reality that much of the workforce does not have formal training in public health science and practice, a pressing need exists for training and education throughout the workforce. Just as we in public health take a rigorous approach to our science, so too should we take a rigorous, evidence-driven approach to workforce development. In this review, we recommend a framework for workforce education in public health, integrating three critical conceptual approaches: (a) adult learning theory; (b) competency-based education; and (c) the expanded Dreyfus model in public health, an addition to the Dreyfus model of professional skills progression. We illustrate the application of this framework in practice, using the field of applied epidemiology. This framework provides a context for designing and developing high-quality, outcome-based workforce development efforts and evaluating their impact, with implications for academic and public health practice efforts to educate the public health workforce.

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Section: Challenges and Opportunitiesmentioning

confidence: 92%

Section: Adult Learning Theorymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Outcome-Based Workforce Development and Education in Public Health

Koo

Miner

2010

Annu. Rev. Public Health

100

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“…The report of these activities was part of the course evaluation and accreditation. The training based on competencies integrated an applied holistic learning to potentiate transformational knowledge; 19,20 from the workplace to the cognitive aspect, to promote the development of skills, linking knowledge, attitudes and values, to provide a comprehensive education. 21 This approach is based on the five pillars proposed by the UNESCO: learning to know, learning to do, learning to live together, learning to be and learning to transform oneself and society.…”

Section: Construction Of a Training Course For Tutorsmentioning

confidence: 99%

Design and efficacy of an Ecohealth competency-based course on the prevention and control of vector diseases in Latin America

et al. 2017

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Objective. To design and analyze the efficacy of an Ecohealth competency-based course on the prevention and control of vector-borne-diseases for specific stakeholders. Materials and methods. Multiple stakeholders and sectors of the region were consulted to identify Ecohealth group-specific competencies using an adjusted analysis matrix. Eight courses based on the competencies were implemented to train EA tutors. The effectiveness of the course was evaluated through the use of paired-t-tests by intervention group. Results. Strategic, tactical, academia and community stakeholder groups and their competencies were identified. An overall gain of 43 percentage points (p<0.001) was observed in terms of competencies score in trained tutors, which further trained 1 033 people. Conclusion. The identification of the stakeholders and their competencies proved to be useful to guide training courses to significantly improve the initial competencies and create a critical mass to further advance the EA in the region. http://doi.org/10.21149/8607Resumen Objetivo. Diseñar y analizar la eficacia de un curso basado en competencias de Eco-Salud para la prevención y control de enfermedades transmitidas por vectores, para actores específicos. Material y métodos. Se consultaron múltiples actores y sectores de la región para identificar las competencias específicas del enfoque de Ecosalud, que deberían de tener los grupos clave utilizando un análisis de matriz ajustado. Se implementaron cursos de capacitación utilizando las competencias para capacitar a tutores en el enfoque. La efectividad del curso se evaluó mediante el uso de pruebas t pareadas por grupo de intervención. Resultados. Se identificaron los grupos clave para la prevención y control de las ETVs: estratégico, táctico, académico y comunitario, así como sus competencias. Se capacitaron tutores y se obtuvo un incremento en relación con las competencias iniciales de 43 puntos porcentuales (p <0.001). Conclusión. La identificación de los grupos clave y sus competencias demostró ser útil en el diseño de un curso para incrementar el nivel inicial de competencias y crear una masa crítica para Ecosalud en la región.Palabras clave: competencias; enfermedades transmitidas por vectores (ETV); capacitación en salud

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“…5,6 Competencies are broadly defined as "a cluster of related knowledge, skills, and attitudes that affects a major part of one's job (a role or responsibility), that correlates with performance on the job, that can be measured against well-accepted standards, and that can be improved via training and development." 7,8 As such, the AECs provide a framework for a public health agency to assess the epidemiology-specific competency of its workforce, identify deficiencies, and guide strategies for workforce development to close gaps. Disciplinespecific competencies can serve to guide content development of public health education and training programs not only for preparation of practitioners but also for ongoing development of practitioners in the field.…”

mentioning

confidence: 99%

Statewide Applied Epidemiology Workforce Capacity and Competency Assessment—Nebraska, 2008

Buss

Safranek²,

Foley³

2011

Journal of Public Health Management and Practice

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Foley, 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 Objectives: Applied epidemiology is critical for effective delivery of essential public health services. However, the Council of State and Territorial Epidemiologists has documented national shortages of formally trained epidemiologists. We characterized Nebraska's epidemiology workforce and assessed capacity by using Centers for Disease Control and Prevention/Council of State and Territorial Epidemiologist applied epidemiology competencies. Methods: We contacted persons likely practicing epidemiology in Nebraska and administered an Internet-based survey to self-identified epidemiologists. Respondents defined by epidemiology-specific education or training were grouped into 2 tier levels. Within each of 8 applied epidemiology competency skill domains, multiple competency statements were listed. By using Likert-type scales (0 [never/none] or 1-5 [low-high]), we measured frequency of and ability to perform competencies and desire for competency-specific training. Mean differences were calculated between defined groups. Results: Of 91 contacted persons, 83 (91.2%) responded. Of these, 74 (89.2%) self-reported as epidemiologists; 10 (13.5%), 26 (35.1%), and 22 (29.7%) reported 6 to 10, 3 to 5, and less than or equal to 2 years' experience, respectively. Epidemiology-specific advanced degrees or extended-duration formal training were reported by 21.6% (16 of 74) overall and 10.3% (6 of 58) of those reporting 10 years' experience or less. Epidemiologists meeting Applied Epidemiology Competency Tier 2/midlevel criteria (n = 13) reported higher mean frequencies of and abilities to perform competencies in all skill domains. Those not meeting Tier 2 criteria (n = 58) reported higher desire for competency-specific training. Conclusions: This assessment demonstrates the value of the applied epidemiology competencies as a tool to assess

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The MACH Model: From Competencies to Instruction and Performance of the Public Health Workforce

Cited by 40 publications

References 2 publications

Outcome-Based Workforce Development and Education in Public Health

Outcome-Based Workforce Development and Education in Public Health

Design and efficacy of an Ecohealth competency-based course on the prevention and control of vector diseases in Latin America

Statewide Applied Epidemiology Workforce Capacity and Competency Assessment—Nebraska, 2008

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