Does Leadership Training Make a Difference? The CDC/UC Public Health Leadership Institute

Woltring, Carol; Constantine, Wendy L.; Schwarte, Liz

doi:10.1097/00124784-200303000-00004

Cited by 49 publications

(48 citation statements)

References 3 publications

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“…Graduates felt the programme had helped them to enhance practical skills the most; a finding that is consistent with other studies on the impact of master's programmes of public health 9, 10, 11, 12, 13, leadership 14, 15, 16, 17 and primary care 18. Scores were somewhat lower for generic skills though.…”

Section: Discussionsupporting

confidence: 84%

“…Perceived skills and career progression have been used widely to assess the impact of postgraduate public health programmes because they provide valuable information for quality assurance and improvement 9, 10, 11, 12, 13, 14, 15, 16, 17, 18. In some cases, they are also useful for accountability, academic recognition (accreditation) and marketing purposes.…”

Section: Introductionmentioning

confidence: 99%

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Perceived learned skills and professional development of graduates from a master in dental public health programme

Aslam

Delgado‐Angulo

Bernabé

2015

Eur J Dental Education

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IntroductionAssessing the impact of a training programme is important for quality assurance and further development. It also can helps with accountability and marketing purposes. This study evaluated the impact of King's College London (KCL) Master of Science programme in Dental Public Health in terms of graduates' perceived learned skills and professional development.MethodsAn online questionnaire was sent to individuals who completed successfully the KCL Master of Science programme in Dental Public Health and had a valid email address. Participants provided information on demographic characteristics, perceived learned skills (intellectual, practical and generic) and professional development (type of organisation, position in the organisation and functions performed at work before and after the programme). Learned skills' scores were compared by demographic factors in multiple linear regression models, and the distribution of responses on career development was compared using nonparametric tests for paired groups.ResultsAlthough all scores on learned skills were on the favourable side of the Likert scale, graduates reported higher scores for practical skills, followed by intellectual and generic skills. No differences in scores were found by sex, age, nationality or time since graduation. In terms of career development, there were significantly higher proportions of graduates working in higher education institutions and taking leadership/managerial roles in organisations as well as greater number and variety of functions at work after than before the programme.ConclusionThis online survey shows that the programme has had a positive impact on graduates in terms of perceived learned skills and professional development.

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Section: Discussionsupporting

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Perceived learned skills and professional development of graduates from a master in dental public health programme

Aslam

Delgado‐Angulo

Bernabé

2015

Eur J Dental Education

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“…Adult learning principles also implicitly or explicitly undergird the design of many continuing education courses designed for public health professionals (2,36,68). Although little has been formally documented regarding the use and effectiveness of adult learning principles in such programs and the impact of not using such principles, these programs have been highly successful in developing the future public health workforce (53,54,61,81).…”

Section: Adult Learning Theorymentioning

confidence: 99%

Outcome-Based Workforce Development and Education in Public Health

Koo

Miner

2010

Annu. Rev. Public Health

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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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“…10 The building of professional networks also occurred among PPLI's scholars and was noted as contributing to effectiveness during an actual infectious disease outbreak. Unexpectedly during the initial year of PPLI, an outbreak of hepatitis-A occurred.…”

Section: Leadership Response To Hepatitis-a Outbreakmentioning

confidence: 99%

Cross-Sector Leadership Development for Preparedness

et al. 2005

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After fall 2001, scientists and professionals recognized the importance of integrating public health with traditional first-response professions in planning and training for disasters. However, operationalizing this approach among professionals in the field confronted barriers that were both inter-cultural and jurisdictional. The Pennsylvania Preparedness Leadership Institute (PPLI) is a collaboration of the Pennsylvania Department of Health and the University of Pittsburgh Center for Public Health Preparedness. Team members are recruited from public health, emergency medicine, emergency management, hospitals, and public safety agencies from each of nine multi-county regions in Pennsylvania. Each team takes on a year-long project that addresses a strategic problem as a focus for capacity-building within its region. Unexpectedly during PPLI's first year in operation, a hepatitis-A outbreak tested whether one regional team could successfully mount the necessary integrated response. This experience, as well as the planned evaluation for PPLI, demonstrated both the successful processes and the positive impact of this integrated leadership training initiative.

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Does Leadership Training Make a Difference? The CDC/UC Public Health Leadership Institute

Cited by 49 publications

References 3 publications

Perceived learned skills and professional development of graduates from a master in dental public health programme

Perceived learned skills and professional development of graduates from a master in dental public health programme

Outcome-Based Workforce Development and Education in Public Health

Cross-Sector Leadership Development for Preparedness

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