Advancing the Certified in Public Health Examination: A Job Task Analysis

Kurz, Richard S.; Yager, Christopher; Yager, James D.; Foster, Allison; Breidenbach, Daniel H.; Irwin, Zachary

doi:10.1177/0033354917710015

Cited by 8 publications

(8 citation statements)

References 3 publications

(3 reference statements)

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“…In 2016, ASPPH initiated annual data collection from its member institutions on job outcomes at the undergraduate and graduate levels. 21 In addition, the National Board of Public Health Examiners conducted a job task analysis in 2014 to identify public health job tasks across the 10 domains addressed in the Certified in Public Health (CPH) examination, 22 which provides a foundation for a greater understanding of the tasks performed and public health knowledge and skills needed. Such advances could provide opportunities for systematic data collection and analysis to assess and evaluate the growing public health educational continuum and its potential impacts on the field.…”

Section: Discussionmentioning

confidence: 99%

The Landscape of US Undergraduate Public Health Education

2018

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Section: Discussionmentioning

confidence: 99%

The Landscape of US Undergraduate Public Health Education

2018

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“…In 2014, the National Board of Public Health Examiners (NBPHE) conducted a job analysis of working public health professionals [7, 8]. Findings were intended to guide efforts to maintain the Certified in Public Health (CEPH) certification program that NBPHE administers.…”

Section: Discussionmentioning

confidence: 99%

American Board of Dental Public Health diplomate survey, 2021: Competency domains and practice

Macek

Zavras

Tomar

et al. 2022

J Public Health Dent

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Objective: To describe current Dental Public Health diplomates and list the competency domains that diplomates considered either essential or optional elements of their practice. Methods: The American Board of Dental Public Health administered an electronic survey to active and life member diplomates during September 2021. The survey included 101 items in three sections: (1) Education and Work Experience;(2) Dental Public Health Tasks; and (3) Demographics. The Dental Public Health Tasks section asked individuals how essential work-related tasks were to their current practice. Descriptive analyses were conducted using SAS.Results: The overall response rate was 82.6% (157 eligible of 190 returned). Most respondents were women, 35 to 54 years of age, and either non-Hispanic white or non-Hispanic Asian. Twice as many had DDS or DMD degrees than BDS degrees. The vast majority completed a Dental Public Health residency and received masters level training from an accredited program. About three-fourths worked in the United States and held a U.S. license. More than 37% reported a second doctoral degree and 70% worked in academia. Responses to questions about tasks closely aligned with working in academia and less so with positions related to advocacy, regulation, and program evaluation. Conclusions: Current diplomates are concentrated in academia. If this trend continues, it may be necessary to restructure the competencies, so training and skills acquisition remain timely and relevant. The specialty may also need to encourage future generations to consider non-academic positions so Dental Public Health remains an impactful component of the public health care system.

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“…The first of these certifications, CHES, debuted in 1989 through a role delineation process (Pollock & Carlyon, 1996). Nearly two decades later in 2008, a certification titled CPH was initiated by the National Board of Public Health Examiners (NBPHE; Kurz et al, 2017). This was followed by the recently added MCHES credential in 2011.…”

Section: Introductionmentioning

confidence: 99%

“…Further acknowledging their rigor and high standards, the CHES and MCHES certification exams are accredited by the National Commission for Certifying Agencies and the International Accreditation Service (NCHEC, n.d.). Additionally, the NBPHE conducted a job task analysis for CPH in 2014 and established a set of 200 job tasks in 10 public health domains to provide a foundation for refining the CPH exam (Kurz et al, 2017). Although some in the fields of public health and health education remain skeptical of the need for certification to document their skills, many appear to now consider it an added qualification that may enhance job opportunities for graduates of the burgeoning public health programs (Pierre Ste-Rose et al, 2015) and assure a level of knowledge or competency in one's field (Kurz et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Faculty Perceptions of Certifications in Health Education and Public Health: Implications for Professional Preparation

Blavos

Kerr

Hancher-Rauch

et al. 2020

Pedagogy in Health Promotion

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Leaders in the fields of public health and health education/health promotion have been advocating for required credentialing for almost two decades. Recently, some have questioned whether increasing the number of certified professionals could help better differentiate properly trained health educators and public health professionals from others seeking to fill jobs in this professional area. The purpose of this article is to determine how the CHES/MCHES (Certified Health Education Specialist/Master Certified Health Education Specialist) and CPH (Certified in Public Health) credentials are regarded and promoted within the field of health education/health promotion. A cross-sectional survey research design was employed to determine program directors’ ( N = 90) views of credentialing issues. The health belief model and the transtheoretical model were used to determine perceived barriers, benefits, and self-efficacy with regard to promoting credentialing and readiness to require the CHES or CPH exam as part of the undergraduate curriculum. Ninety undergraduate programs completed the survey with the majority reporting that they do not require credentialing of faculty and students as part of their program of study. More than 70% of respondents, however, indicated that they thought credentialing in the fields of public health and health education/health promotion is an important issue. Most program directors indicated there is value in having students credentialed in health education or public health, yet few programs required the CHES or CPH exam as part of their curriculum or exit assessment. There are opportunities to use credentialing both in assessing program curriculum alignment with competencies and student mastery of said competencies.

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Advancing the Certified in Public Health Examination: A Job Task Analysis

Cited by 8 publications

References 3 publications

The Landscape of US Undergraduate Public Health Education

The Landscape of US Undergraduate Public Health Education

American Board of Dental Public Health diplomate survey, 2021: Competency domains and practice

Faculty Perceptions of Certifications in Health Education and Public Health: Implications for Professional Preparation

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