Public Health Emergency Response Leadership Training: A Qualitative Assessment of Existing Educational Opportunities and Perceived Facilitators, Barriers, and Priorities in Professional Development

Abstract

Objective: We aimed to understand the current training environment for developing public health emergency response leaders and highlight facilitators and barriers in accessing targeted training. Design: We designed 4 focus groups to gather organizational perspectives on public health emergency response leadership development. Discussions were recorded, transcribed, coded, and analyzed to synthesize key themes. Setting: Focus groups were convened at the 2019 Preparedness Summit (March 27-28) in St Louis, Missouri. Participants: Twenty-three public health professionals from 9 Public Health Emergency Preparedness (PHEP) Cooperative Agreement award recipient jurisdictions and 12 local health departments participated. Main Outcome Measures: We examined the current availability, relevance, specificity, and utility of educational content and delivery modalities. Facilitators and barriers were identified as opportunities to improve training access. Results: Generic emergency management training is considered important and widely available but with limited application in public health practice. Existing leadership training opportunities in public health emergency response are limited and not widely known. While organizational support and accessible training facilitate participation, resource constraints (ie, funding, time, and staff) exist as key barriers. In addition, frequent staff turnover and attrition that result in loss of institutional knowledge likely hinder effective public health emergency responses. Conclusion:Effective public health emergency response depends on capable leaders not only well versed in specialized technical disciplines and practices but also familiar with-or preferably fluent in-emergency management principles and functions. This study demonstrated that well-aimed training strategies and organizational planning are essential in developing public health emergency response leaders. Specifically, leadership development may accrue considerable benefit from a standardized training curriculum. In addition, scalable training programs developed through public, private, and academic partnerships may lessen resource demands on individual organizations to facilitate training access. Finally, training practicums (eg, mentoring, shadowing) may provide opportunities to facilitate active learning and preserve institutional knowledge through leadership transitions.

Lessons From Leading During a Pandemic: An Exploratory Study of Public Health Leadership Insights on Training, Preparation, and Experiences From the Field During COVID-19

“…However, ensuring consistency in training beyond educational settings is crucial for promoting uniformity and collaboration in public health practice. 14 This may entail utilizing both academic and nonacademic training programs or internal organizational initiatives to achieve comprehensive skill development. 14…”

“…14 This may entail utilizing both academic and nonacademic training programs or internal organizational initiatives to achieve comprehensive skill development. 14…”

“…Given the diverse backgrounds and roles within the public health workforce, adopting flexible training approaches tailored to the specific needs of different professionals becomes essential for enhancing competency across the field. However, ensuring consistency in training beyond educational settings is crucial for promoting uniformity and collaboration in public health practice 14. This may entail utilizing both academic and nonacademic training programs or internal organizational initiatives to achieve comprehensive skill development 14…”

“…Novel frameworks have been developed to address the gaps outlined in this study and should be considered when updating training curricula 22. Additionally, implementing a standardized training curriculum with consistent, updated, and relevant content, including applied experiences (practica/internships), may improve training programs, especially given how valuable work experience proved to be for most of the sample 14. The findings suggest that the more training the leaders receive, the more likely they will be able to successfully lead their team during the next crisis.…”

“…However, practical experience was noted as crucial preparation for leadership, understanding people dynamics, collaboration, and managing the day-to-day expectations vs the long-term objectives of the team, as reflected in other study findings. 14 Participants with more work experience also reported higher self-efficacy in their responsibilities, which was reflected in the participant's reported level of self-efficacy in addressing the emergence of monkeypox soon after the lull of the COVID-19 pandemic. 8 At the time of data collection, COVID-19 cases were decreasing, and the new immediate threat was monkeypox.…”