Are Public Health Academia, Professional Certification, and Public Health Practice on the Same Page?

Foster, Allison; King, Laura Rasar; Bender, Kaye

doi:10.1097/phh.0000000000000746

Cited by 11 publications

(23 citation statements)

References 3 publications

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“…The practice of public health is steeped in evidence-based decision making, and evaluation is acknowledged as an important competency for both individuals and public health organizations. The Certified Public Health Examination (Foster et al, 2018) tests public health practitioners' competency in specific aspects of evaluation practice. At the organizational level, evaluation is part of the criteria for accrediting public health schools, programs, and public health departments.…”

Section: Evaluation In Public Healthmentioning

confidence: 99%

“…Public health practitioners sitting for the exam to attain Certified in Public Health (CPH) status also are expected to demonstrate knowledge of evaluation. Based upon a recent job task analysis, the National Board of Public Health Examiners (NBPHE) has structured the CPH exam questions into ten sections, each of which comprises 10% of the total score (Foster et al, 2018;NBPHE, n.d.). One section focuses on program planning and evaluation; however, as seen in Table 1.2, evaluation appears within several of the exam sections.…”

Section: Evidence-informed Practice and Evaluationmentioning

confidence: 99%

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Planting the Seeds for High-Quality Program Evaluation in Public Health

Codd¹,

Fierro²,

Castleman³

et al. 2021

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Evaluation and evidence-informed decision making are central to public health practice. In recent decades, the professional discipline of evaluation has experienced tremendous growth that can be leveraged for use in public health. To meet the growing need for program evaluation training, the National Asthma Control Program presents the e-textbook Planting the Seeds for High-Quality Program Evaluation in Public Health. This free e-textbook is designed to help public health students and professionals understand evaluation approaches and techniques to improve public health programs.

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Section: Evaluation In Public Healthmentioning

confidence: 99%

Section: Evidence-informed Practice and Evaluationmentioning

confidence: 99%

Planting the Seeds for High-Quality Program Evaluation in Public Health

Codd¹,

Fierro²,

Castleman³

et al. 2021

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“…There some 200 accredited schools and programs of public health (SPPH) programs in the United States (CEPH, n.d.). A series of reports in the early twenty-first century suggested that the 100 years of rapid growth in public health education resulted in training that was siloed and isolated from on-the-ground public health work, developing graduates whose skills did not match those needed in the workforce (Foster, King, & Bender, 2018;Horton, 2010;King, 2017). This was due, in part, to university environments where individual academic productivity and research is prioritized over teaching, community engagement, and collaboration (Alperin et al, 2019;Horton, 2010).…”

Section: The Role Of Universities In Public Health Training and Workfmentioning

confidence: 99%

Community Engaged Teaching, Research and Practice: A Catalyst for Public Health Improvement

Meredith

Patchen

Baker

2020

Michigan Journal of Community Service Learning

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The interdisciplinary field of public health promotes health among populations. Complex public health needs persist in the United States, influenced largely by social and structural determinants. Viable solutions require creativity and a commitment to change the status quo, facilitated by collaborative problemsolving. Public health education programs in the United States have a role in developing a workforce that is equipped to support these processes. Cornell University's Master of Public Health (MPH) Program sought to identify opportunities to simultaneously support student learning, community capacity development, and community-centered action for public health improvement. A sequential two-phased approach was used to define curricular components and indicated pedagogical methods. Two key themes emerged: alignment of skills and abilities needed and desired by current and future public health workers and the strategic role community engaged learning could play in advancing learning and improving public health. Community engaged learning was specifically adopted as the primary pedagogical approach for a series of three courses in the Cornell MPH Program, focused on needs assessment, intervention planning, and monitoring and evaluation for improvement. These courses were designed with community collaborators, with goals to build student knowledge and community capacity in 12 domains and improve community health outcomes via collaborative work. Public health protects and improves the health of people by preventing disease and promoting health among populations, with the goal of ensuring population-wide physical, mental, and social well-being (DeSalvo, O'Carroll, Koo, Auerbach, & Monroe, 2016; DeSalvo et al., 2017). Despite advances in knowledge and medicine, public health needs persist in the United States, influenced largely by social and structural determinants (factors such as equity in access to education, housing, employment, safe neighborhoods, and health services, and policies and systems that support this) and affect people and communities disproportionately, often delineated by racial,

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“…PH WINS identified gaps in public health training and substantiated the need for a crosscutting training curriculum,18 and the Consortium broadly endorsed the identified strategic skills 8. The Council on Education for Public Health, PHAB, and the National Board of Public Health Examiners have integrated the evolved competencies into public health education, health department accreditation, and public health practitioner certification, respectively 13,37,38. The Health Resources and Services Administration (HRSA) explicitly integrated requirements to develop training addressing these strategic skills into their most recent iterations of behavioral and public health notices of funding opportunities for the Regional Public Health Training Center (PHTC)39 and Behavioral Health Workforce Education and Training Programs.…”

Section: Broadening the Curriculummentioning

confidence: 99%