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Public Health Education Unbound

Public Health Education Unbound. Diane R. Bewick, RN, BScN , MScN , DPA, CCHN (c) Chief Nursing Officer Director of Family Health Services, Middlesex-London Health Unit Adjunct Professor, Faculty of Health Sciences, Western University London, Ontario. T he public health professional ….

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Public Health Education Unbound

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  1. Public Health Education Unbound

  2. Diane R. Bewick, RN, BScN, MScN, DPA, CCHN (c)Chief Nursing OfficerDirector of Family Health Services, Middlesex-London Health UnitAdjunct Professor, Faculty of Health Sciences, Western UniversityLondon, Ontario

  3. The public health professional …

  4. Advice … “No attempt to improve public health will succeed that does not recognize the fundamental importance … of highly skilled and motivated health professionals.” “Our national aim should be to produce a cadre of outstanding public health professional … who have clear roles, responsibilities and career paths.” National Advisory Committee on SARS and Public Health, 2003

  5. Warning … “To aim the public health system with more powers and duties without the necessary resources is to mislead the public and to leave Ontario vulnerable …” The SARS Commission, 2005 Resources are not simply funding but perhaps more importantly competent, committed public health professionals.

  6. The public health professional organized measures quality of life prolong life promote health prevention disease people

  7. The public health professional Poverty Housing Canadian Cancer Society Family Health Teams Global CCAC Heart & Stroke Foundation Official Public Health Agencies Community Health Centre Social Support Literacy Ontario Early Years Centres Boards of Education Primary Care Providers Education

  8. The public health professional Official Public Health Agencies ON *PHO - labs 1,000

  9. Local public health units are the backbone of the public health system… Operational Health Protection, 2004

  10. Public Health Professionals • undergraduate programs…variety of disciplines • disciplines form the base … • discipline specific standards/competencies • regulation/registration/certification • professionals will benefit…from education • education will increase health of the province *Unique contribution

  11. Public Health Competencies Discipline Specific Core Competencies, Standards and Certification Public Health Core Competencies MPH Core Competencies Inter-professional Competencies

  12. Public Health Professionals (20 categories) 2005 6,400 1,400 *7,800 AMOH/MOH 51 Public Health Inspectors 830 -63 -900 Epidemiology 65 Public Health Nurses 2,630 2,860 -72 -2,717 Dietitian/Nutritionist 210 (3,848) - (232) -203 Health Promoters 262 -416 Dental Hygienists/ Dental Assistants 289 -286 - (167/DH) *PHO (Labs), MOHLTC, MCYS

  13. Public Health Workforce Issues 1. Leadership and management 2. Career path 3. Opportunities/time for professional development 4. Lack of support for their profession 5. Undervalued within their organization. 6. Shortages

  14. Synthesis of 8 Papers (CAN) … convergence of issues 1. Role scope and clarity 2. Leadership skills to support practice and provide voice 3. Professional development 4. Intra-professional collaboration 5. Stronger educational preparation in public health

  15. Context Summary • public health professional - general • Public Health Professional – OPHA’s Identified - who - common characteristics - unique contribution • introduced public health workforce issues

  16. Marlene Janzen Le Ber, BScN, MScN, PhD, CHEAssistant Professor, Epidemiology & BiostatisticsAssociate Director, Program DevelopmentSchulich Interfaculty Program in Public HealthSchulich School of Medicine & DentistryCross Appointed to Faculty of Health Sciences (School of Health Studies)Cross Appointed to Interfaculty Program in Public HealthWestern University

  17. Education of Health Professionals for the 21st Century • The Lancet Commission (Frenk, et al., 2010) • Transforming education to strengthen health systems in an interdependent world • 20 professional and academic leaders from diverse countries • Common strategy for PSE for public health, nursing and medicine

  18. Three Generations of Educational Reform (Frenk et al., 2010)

  19. Levels of Learning (Frenk et al., 2010)

  20. Transformative Learning (Frenk et al., 2010) synthesis

  21. Models of interprofessional and transprofessional education

  22. Health Professionals • Leaders who can address these issues • Scientists who understand the issues • Practitioners who set standards • All who understand complexity • Translate this to policy and practice • Learn to work in novel, and lead in transdisciplinary, and sustained ways (Fried et al. 2013)

  23. Graduate Public Health Education (Fried et al., 2013)

  24. Training Leaders in Public Health • Integrative action requires integrative learning • Systems problems require holistic analysis and holistic approach to actions • Beyond public health disciplines to collaboration among public health practice, academics, government and the private sector • Requires grounding in pragmatic approach that “builds a scientific foundation on the real-world needs of defining public health problems” (Fried et al., 2013, p. e4) • Team based learning

  25. Schulich Interfaculty Program in Public Health Our Distinction • Novel niche of the intersection of Leadership, Sustainability and Policy • Full-time one year (12 month) on site professional degree program (non thesis based program) • Experential Learning/ Case method learning

  26. Schulich Interfaculty Program in Public Health Our Distinction • Cohort of students from diverse health professional and educational backgrounds • Special focus on health issues in Southwestern Ontario, First Nations across Canada and internationally • Interfaculty contribution to the program

  27. What exactly is a case? • Mauffette-Leenders et al (2007) “A case is a description of an actual situation, commonly involving a decision, a challenge, an opportunity, a problem or an issue faced by a person or persons in an organization. The case requires the reader to step figuratively into the position of a particular decision maker.” (p. 3) • Ellet (2007) “A … case imitates or simulates a real situation. Cases are verbal representations of reality that put the reader in the role of a participant in the situation.” (p. 3)

  28. What is NOT a case? It is NOT just an interesting story It is NOT investigative journalism It is NOT research (which requires the truth, the whole truth, nothing but the truth, etc.) It is NOT fiction (but some distortions, simplifications and omissions may be required in order to represent the situation so it can be taught in a typical 80 minute class) It is NOT a news summary

  29. Student Preferences Current issue and situation Issues and challenges are relevant to career interest Can identify with protagonist (see self in the position of the decision-maker in the near future) Organization itself is well-known, respected and not disguised Geographical area of the world where students expect to be working or are currently living Issues in the case are urgent and important to the organization Excitement over the issue; can personally relate to the issue/problem Cases with an interesting dilemma, characters with personalities, and cases with compelling action requirements Short, well organized

  30. Attributes of a Good Case Pedagogical usefulness – achieves learning goals and is “teachable” Interesting, engaging and relevant to students Poses a problem/decision with no obvious right answer Requires the use of information in the case to figure out a reasonable answer/approach Requires judgement, critical thinking and decision making skills Is information rich – has numbers, industry information, insights into organization and has some complexity

  31. Three Core Elements Charles Dhanaraj

  32. Four Types of Cases

  33. Four Types of Cases Describe a situation facing a protagonist. Students must diagnose problem(s) and formulate possible solutions.

  34. Four Types of Cases Describe a decision faced by the protagonist. Students must choose among a finite set of alternatives.

  35. Four Types of Cases Illustrate organizational success or failure. Students synthesize policy lessons to be extracted from the situation.

  36. Four Types of Cases Describe situations requiring execution of specific technical skills in order to draw conclusions

  37. Four Types of Cases Describe situations requiring execution of specific technical skills in order to draw conclusions Describe a situation facing a protagonist. Students must diagnose problem(s) and formulate possible solutions. Illustrate an organizational success or failure. Students synthesize policy lessons to be extracted from the situation. Describe a decision faced by the protagonist. Students must choose among a finite set of alternatives.

  38. Mauffette-Leenders et al., 2007, p. 19

  39. John M Garcia, PhDProfessor of Practice & Interim DirectorSchool of Public Health and Health SystemsFaculty of Applied Health SciencesBurt Matthews Hall, Room 2311University of Waterloo

  40. Overview • UW School of Public Health and Health Systems • Master of Public Health • Other Academic Programs of UW SPHHS

  41. School of Public Health and Health Systems • Created in 2012 from Dept of Health Studies and Gerontology • More than 30 years of innovation and development • 9 academic programs, 5 new/planned • BSc, MSc, PhD • MPH • BHP and MHI • MHE, BPH, DrPH • Addition of 9 new faculty • recent review of four programs (1st listed)

  42. MPH Program: Rationale and Mission Rationale: • need for greater #s and capacity of public health professionals • MPH degree recognized academic benchmark credential • Need for expanded access to public health training (hence blended curriculum/mainly on-line, regular tuition fees) • First intake, August 2006 Mission: • help produce new generation of public health leaders and managers Brand: • aspire, inspire, transform

  43. Public Health • "the science and art of preventing disease, prolonging life and promoting health through the organized efforts and informed choices of society, organizations [public, non-profit and private], communities and individuals“ (Winslow, 2002)

  44. What are core competencies? • “…the set of cross-cutting skills, knowledge and abilities necessary for the broad practice of public health.” U.S. Council on Linkages Between Academia and Public Health Practice, 2004

  45. Core competencies, PHAC • Public Health Sciences • Assessment and Analysis • Policy & Program Planning, Implementation and Evaluation • Partnerships, Collaboration & Advocacy • Diversity and Inclusiveness • Communication

  46. Example of a core competency – Public health sciences domain • A public health practitioner is able to… 1.1 Demonstrate knowledge about the following concepts: the health status of populations, inequities in health, the determinants of health and illness, strategies for health promotion, disease and injury prevention and health protection, as well as the factors that influence the delivery and use of health services.

  47. Example of a core competency – Public health sciences domain (continued) 1.2 Demonstrate knowledge about the history, structure and interaction of public health and health care services at local, provincial/territorial, national, and international levels. 1.3 Apply the public health sciences to practice. 1.4 Use evidence and research to inform health policies and programs. 1.5 Demonstrate the ability to pursue lifelong learning opportunities in the field of public health.

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