Prevention and health promotion from theory to practice: The interprofessional MeMPE Summer University for students of Medicine, Master of Public Health and Epidemiology

Idler, Nadja; Huber, Johanna; Mutius, Sabine von; Welbergen, Lena; Fischer, Martin R.

doi:10.3205/zma001071

Cited by 3 publications

(11 citation statements)

References 7 publications

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“…[57,61,65] https://doi.org/10.1371/journal.pone.0292192.t002 • How can the curriculum accommodate the diverse professional backgrounds of the public health workforce? [54,56,[59][60][61][72][73][74] • Should the curriculum allow for individual content preferences? [54,57,60,61,72,74,76] • Should international experience be integrated into the curriculum?…”

Section: (D) Program Settingmentioning

confidence: 99%

“…[54,57,60,61,72,74,76] • Should international experience be integrated into the curriculum? [53-55, 57, 61, 62, 76] Vertical integration *3 [52,59,60,62,65,68,74,76] • What content should be included to enhance knowledge-transfer between practice and academia in the PHS? � Which theories and models should be integrated?…”

Section: (D) Program Settingmentioning

confidence: 99%

“…� Which theories and models should be integrated? [56,59,60,68,70,[74][75][76] (e.g., Evidence-based Public Health (EBPH) [6], Essential Public Health Operations (EPHOs) [77], Health in all Policies (HiAP) [78], Information Pyramid [79])…”

Section: (D) Program Settingmentioning

confidence: 99%

“…� How can academia and practice be connected within the content of the program? [52,54,57,59,60,65,[70][71][72][73][74]76…”

Section: Plos Onementioning

confidence: 99%

See 3 more Smart Citations

Implementing evidence ecosystems in the public health service: Development of a framework for designing tailored training programs

Arnold,

Bimczok,

Clemens

et al. 2024

PLoS ONE

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The COVID-19 pandemic has highlighted the importance of local evidence ecosystems in which academia and practice in the Public Health Service (PHS) are interconnected. However, appropriate organizational structures and well-trained staff are lacking and evidence use in local public health decision-making has to be integrated into training programs in Germany. To address this issue, we developed a framework incorporating a toolbox to conceptualize training programs designed to qualify public health professionals for working at the interface between academia and practice. We conducted a scoping review of training programs, key-informant interviews with public health experts, and a multi-professional stakeholder workshop and triangulated their output. The resulting toolbox consists of four core elements, encompassing 15 parameters: (1) content-related aspects, (2) context-related aspects, (3) aspects relevant for determining the training format, and (4) aspects relevant for consolidation and further development. Guiding questions with examples supports the application of the toolbox. Additionally, we introduced a how-to-use guidance to streamline the creation of new training programs, fostering knowledge transfer at the academia-practice interface, equipping public health researchers and practitioners with relevant skills for needs-based PHS research. By promoting collaborative training development across institutions, our approach encourages cross-institutional cooperation, enhances evidence utilization, and enables efficient resource allocation. This collaborative effort in developing training programs within local evidence ecosystems not only strengthens the scientific and practical impact but also lays a foundation for implementing complex public health measures effectively at the local level.

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Section: (D) Program Settingmentioning

confidence: 99%

Section: (D) Program Settingmentioning

confidence: 99%

Section: (D) Program Settingmentioning

confidence: 99%

“…� How can academia and practice be connected within the content of the program? [52,54,57,59,60,65,[70][71][72][73][74]76…”

Section: Plos Onementioning

confidence: 99%

See 2 more Smart Citations

Implementing evidence ecosystems in the public health service: Development of a framework for designing tailored training programs

Arnold,

Bimczok,

Clemens

et al. 2024

PLoS ONE

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show abstract

“…At LMU’s Medical Faculty, interprofessional teaching has been systematically developed and tested step by step since 2014 as a series of elective courses. So far, interprofessional case discussions between nursing students and medical students including interprofessional ward round simulation [ 16 ], a summer school between master students of public health and epidemiology together with medical students [ 17 ], a clinical pharmacy course for pre-registration students of pharmacy and medicine [ 18 ], and an interprofessional escape room [ 19 ] have been offered. Interprofessional training wards in neurology and geriatrics are in the planning stage.…”

Section: Description Of the Projectmentioning

confidence: 99%

Interprofessional geriatric assessment in nursing home (IgAP): a curricular development in geriatrics

Röcker

Wershofen

Pudritz

et al. 2022

Self Cite

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The hallmark of medical action in geriatrics is the interprofessional treatment of the patient by a multi-professional team consisting of doctors, nurses and therapists with the aim of treating the patients primarily in a way that preserves their function and thereby enabling them to live as independently as possible. Therefore, at the beginning of every geriatric treatment, there is a multiprofessional geriatric assessment of functional abilities. With regard to successful medical action, this necessarily requires all health professions involved to understand geriatric patients and their limitations. Under ideal circumstances, their competencies overlap. From the point of view of the related disciplines, this means to teach working together with the other professions – interprofessionally – and learning from one another in order to effectively collaborate. After comparing the existing education in geriatrics within the Medical Curriculum Munich (MeCuM) with the European catalog of learning objectives for geriatricians (UEMS-GMS), a deficit with regard to geriatric assessment was recognized in the field of multi-professional training. Therefore, the existing geriatric curriculum of the Ludwig Maximilians University (LMU) in Munich should be expanded to include an interprofessional course on geriatric assessment. This project report aims to show the development and implementation of this course. For this purpose, the model for curriculum development according to Kern was used by the planners to establish an interprofessional briefing. Due to its innovative character, the course received public recognition and is the basis for the expansion of interprofessionalism in the sense of professional cooperation in geriatrics. Establishing interprofessionalism in other disciplines and locations is welcome.

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Empirical Study on Theories and Techniques of Adolescent Physical Health Promotion under the Background of Big Data

Xu¹

2021

Mobile Information Systems

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In order to make my country’s youth health management more scientific, more standardized, and more effective, it is necessary to conduct in-depth research on the management of youth physical health promotion. Through the investigation and analysis of the physical health data of adolescents in my country, this paper proposes that the results of health intervention training as part of the empirical research on the construction of adolescent health big data management service system can effectively improve the relationship hypothesis of the physical health of adolescents and by selecting the example of our country’s “Adolescent Physical Health Data Analysis in 2020” for regression analysis. The research results show that the theory of adolescent physical health promotion can improve the physical health of adolescents by interfering with students’ physical exercise. In the processing of data, GBDT is suitable when the training set is relatively large, and as the sample size increases, the accuracy rate can reach 79.79%. In terms of the classification accuracy of male sitting forward bending promotion, the accuracy of the RF method is higher than that of GBDT. In terms of the promotion classification effect of boys’ 1000 m running, the RF method achieved the highest promotion accuracy rate of 77.62%. In the male pull-ups to promote the classification effect, when the proportion of the training set is 60%, the RF method gets the highest accuracy rate, which is 92.04%. The results of the classification effect for girls standing long jump promotion show that the classification accuracy rate for girls standing long jump promotion is between 51% and 56%. When the training set is less than 60%, the RF method is the best, the highest is 53.93%, and the rest is the GBDT method, the highest is 55.46%; in Macro-F1, the RF and GBDT indicators have their own advantages. In the promotion of the classification effect on the final fitness level of girls, the accuracy rates of RF and GBDT methods range from 90% to 96%, and the accuracy rates of the NN method range from 80% to 87%; when the practice rate reaches 80%, the GBDT method achieves the highest accuracy rate of 95.06%; on the Macro-F1 index, the GBDT method is obviously the best.

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Prevention and health promotion from theory to practice: The interprofessional MeMPE Summer University for students of Medicine, Master of Public Health and Epidemiology

Cited by 3 publications

References 7 publications

Implementing evidence ecosystems in the public health service: Development of a framework for designing tailored training programs

Implementing evidence ecosystems in the public health service: Development of a framework for designing tailored training programs

Interprofessional geriatric assessment in nursing home (IgAP): a curricular development in geriatrics

Empirical Study on Theories and Techniques of Adolescent Physical Health Promotion under the Background of Big Data

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