From comprehensive medicine to public health at the University of Cape Town: a 40-year journey

Hoffman, Margaret; Coetzee, David; Hodes, Rebecca; London, Leslie

doi:10.7196/samj.5681

Cited by 6 publications

(3 citation statements)

References 4 publications

(4 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In Africa there were traditionally more medical doctors registering for the MPH degree than for other disciplines. [8,9] In this study, graduates were from diverse backgrounds such as allied health sciences (physiotherapy, pharmacy, environmental health and medical science) -similar to results reported from six MPH programmes in low and middleincome countries. [1] Most graduates are working in the public sector and 22% are working at academic institutions.…”

Section: Discussionsupporting

confidence: 69%

Tracking Master of Public Health graduates: Linking higher education and the labour market

Dlungwane

Knight

2016

AJHPE

View full text Add to dashboard Cite

Section: Discussionsupporting

confidence: 69%

Tracking Master of Public Health graduates: Linking higher education and the labour market

Dlungwane

Knight

2016

AJHPE

View full text Add to dashboard Cite

“…In making this shift, student competencies in interpersonal and public communication, negotiation, management and leadership can be facilitated by integrating faculty mentorship opportunities and multidisciplinary projects with local stakeholders into curricula [44, 48, 83, 90, 93, 94]. Furthermore, public health programs can explore pressing human rights and social justice issues into curricula so that students can also develop values of social responsibility [48, 49, 95]. The Executive Master in Health Care Leadership offered by the Faculty of Health Sciences at the American University of Beirut illustrates how SPHs in LMICs can respond to health system human resource needs with competency-based curricula [96].…”

Section: Main Textmentioning

confidence: 99%

“…Given the importance of context, the involvement of policymakers is critical in IR to ensure that the research is conducted with all relevant stakeholders on-board and the know-do gap is minimized [74, 95, 107, 110, 115]. The National Institute of Health Research (NIHR) in Iran is a dual affiliated (TUMS and MOHME) body responsible for dissemination of national HSR priorities as well as serving as an observatory of the health system.…”

Section: Main Textmentioning

confidence: 99%

Schools of public health in low and middle-income countries: an imperative investment for improving the health of populations?

Rabbani

Shipton

White³

et al. 2016

BMC Public Health

View full text Add to dashboard Cite

BackgroundPublic health has multicultural origins. By the close of the nineteenth century, Schools of Public Health (SPHs) began to emerge in western countries in response to major contemporary public health challenges. The Flexner Report (1910) emphasized the centrality of preventive medicine, sanitation, and public health measures in health professional education. The Alma Ata Declaration on Primary Health Care (PHC) in 1978 was a critical milestone, especially for low and middle-income countries (LMICs), conceptualizing a close working relationship between PHC and public health measures. The Commission on Social Determinants of Health (2005–2008) strengthened the case for SPHs in LMICs as key stakeholders in efforts to reduce global health inequities. This scoping review groups text into public health challenges faced by LMICs and the role of SPHs in addressing these challenges.Main textThe challenges faced by LMICs include rapid urbanization, environmental degradation, unfair terms of global trade, limited capacity for equitable growth, mass displacements associated with conflicts and natural disasters, and universal health coverage. Poor governance and externally imposed donor policies and agendas, further strain the fragile health systems of LMICs faced with epidemiological transition. Moreover barriers to education and research imposed by limited resources, political and economic instability, and unbalanced partnerships additionally aggravate the crisis. To address these contextual challenges effectively, SPHs are offering broad based health professional education, conducting multidisciplinary population based research and fostering collaborative partnerships. SPHs are also looked upon as the key drivers to achieve sustainable development goals (SDGs).ConclusionSPHs in LMICs can contribute to overcoming several public health challenges being faced by LMICs, including achieving SDGs. Most importantly they can develop cadres of competent and well-motivated public health professionals: educators, practitioners and researchers who ask questions that address fundamental health determinants, seek solutions as agents of change within their mandates, provide specific services and serve as advocates for multilevel partnerships. Funding support, human resources, and agency are unfortunately often limited or curtailed in LMICs, and this requires constructive collaboration between LMICs and counterpart institutions from high income countries.

show abstract

Critical Public Health Pedagogy for Teaching Health Equity to Health Profession Students

Jabir M. M.,

Srirama,

Choolayil

2024

The Palgrave Handbook of Global Social Problems

View full text Add to dashboard Cite

From comprehensive medicine to public health at the University of Cape Town: a 40-year journey

Cited by 6 publications

References 4 publications

Tracking Master of Public Health graduates: Linking higher education and the labour market

Tracking Master of Public Health graduates: Linking higher education and the labour market

Schools of public health in low and middle-income countries: an imperative investment for improving the health of populations?

Critical Public Health Pedagogy for Teaching Health Equity to Health Profession Students

Contact Info

Product

Resources

About