Public Health Education in South Asia: A Basis for Structuring a Master Degree Course

Karkee, Rajendra

doi:10.3389/fpubh.2014.00088

Cited by 7 publications

(10 citation statements)

References 16 publications

(23 reference statements)

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“…The public health realm has 3 domains and 10 essential services related to public health. 65 The 3 domains are health services, health protection, and health improvement. 65 In health services, the essential services include assuring a competent health services workforce, evaluating health services, linking people to needed health services, and developing policies and plans.…”

Section: Public Health: Current Realities and Future Directionmentioning

confidence: 99%

“…65 The 3 domains are health services, health protection, and health improvement. 65 In health services, the essential services include assuring a competent health services workforce, evaluating health services, linking people to needed health services, and developing policies and plans. 65 The health protection domain includes the essential services of enforcing laws and regulations, protecting the environment and workplace, and diagnosing and investigating health problems.…”

Section: Public Health: Current Realities and Future Directionmentioning

confidence: 99%

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Athletic Trainers' Knowledge and Practice Application of Public Health Topics

Winkelmann

Games

Rivera

et al. 2020

Athletic Training Education Journal

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Context Athletic training is at the forefront of the prevention of injury and illness. As the push for population-level approaches continues, including the expansion of standards related to professional preparation, there is a need to examine the knowledge and practice application of public health topics of athletic trainers (ATs), as they may serve as role models or preceptors. Objective To assess ATs' knowledge and practice application of public health topics. Design and Setting Online survey with knowledge assessment. Participants Four hundred eighty-seven ATs (age = 35.8 ± 11.1 years, years credentialed = 12.8 ± 10.6) voluntarily participated. Intervention(s) The instrument included a demographic section, a pre and post perceived-knowledge assessment, a practice-behavior frequency matrix, and the Public Health Assessment Tool (PHAT) developed by the authors and Delphi panelists. Main Outcome Measure(s) Measures of central tendency were calculated for the practice-behavior frequency matrix. Perceived knowledge was compared pre- and post-PHAT. We calculated a total PHAT score to measure actual knowledge, and compared perceived and actual knowledge to determine if a knowledge gap existed. Results A significant difference (P > .001) was identified for perceived knowledge before and after the PHAT. On the PHAT, participants scored 12.14 ± 2.21 out of 19. The 3 most commonly missed questions directly related to the 3 least practiced topics: social determinants of health, assessing environmental health factors, and assessing health-related quality of life. When exploring the relationship between perceived and actual knowledge, we identified a weak, significant relationship between post-PHAT perceived-knowledge mean and actual-knowledge assessment scores (r = 0.105, P = .022). Conclusions A knowledge gap exists concerning public health topics in ATs. A lack of knowledge related to public health topics identifies the need for ATs to be mindful of the intersection of daily clinical practice and population health with a future emphasis on deploying community-based health promotion.

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Section: Public Health: Current Realities and Future Directionmentioning

confidence: 99%

Section: Public Health: Current Realities and Future Directionmentioning

confidence: 99%

Athletic Trainers' Knowledge and Practice Application of Public Health Topics

Winkelmann

Games

Rivera

et al. 2020

Athletic Training Education Journal

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“…Staff shortages at LMIC SPHs are also a major concern [ 54 ], as revealed by the 2008 AfriHealth project findings [ 45 ]. Of noticeable comparative absence is public health expertise [ 53 , 55 , 56 ], which may reflect the scarcity of SPHs as compared to nursing and medical schools that have expanded in countries such as Pakistan [ 10 , 57 , 58 ]. There are also gaps in the availability of public health programs that address specific LMIC health issues, as is the case in South Asia.…”

Section: Main Textmentioning

confidence: 99%

“…environmental health, reproductive health) or skill gaps (e.g. epidemiology and biostatistics) [ 58 , 60 , 72 , 81 , 99 – 102 ]. Makerere University Kampala School of Public Health, in response to the Ebola epidemic in West Africa, organized a training course on outbreak preparedness and response as part of a multidisciplinary task force [ 101 ].…”

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

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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.

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“…Nevertheless, despite ongoing research in objective measures, self-report is still required to measure many behavioral constructs known to impact health, such as stress, emotions, diet, pain, and fatigue [45]. In addition, self-reports can be used to fill-in missing contextual data that objective measures do not capture (e.g., [10]).…”

Section: Introductionmentioning

confidence: 99%

Μema

Intille

Haynes

Maniar

et al. 2016

Proceedings of the 2016 ACM International Joint Conference on Pervasive and Ubiquitous Computing

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Ecological Momentary Assessment (EMA) is a method of in situ data collection for assessment of behaviors, states, and contexts. Questions are prompted during everyday life using an individual’s mobile device, thereby reducing recall bias and increasing validity over other self-report methods such as retrospective recall. We describe a microinteraction-based EMA method (“micro” EMA, or μEMA) using smartwatches, where all EMA questions can be answered with a quick glance and a tap – nearly as quickly as checking the time on a watch. A between-subjects, 4-week pilot study was conducted where μEMA on a smartwatch (n=19) was compared with EMA on a phone (n=14). Despite an ≈8 times increase in the number of interruptions, μEMA had a significantly higher compliance rate, completion rate, and first prompt response rate, and μEMA was perceived as less distracting. The temporal density of data collection possible with μEMA could prove useful in ubiquitous computing studies.

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Public Health Education in South Asia: A Basis for Structuring a Master Degree Course

Cited by 7 publications

References 16 publications

Athletic Trainers' Knowledge and Practice Application of Public Health Topics

Athletic Trainers' Knowledge and Practice Application of Public Health Topics

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

Μema

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