Building Program Evaluation Capacity Through an Online Training for Graduate Students at Schools and Programs of Public Health.

OBJECTIVES: Program evaluation is an essential function for public health professionals that is necessary to acquire funding for public health programs and support evidenced-based practice, but coverage of program evaluation principles and methodology within the master of public health (MPH) curriculum is inconsistent and may not adequately prepare students to conduct program evaluation activities postgraduation, especially on culturally responsive program evaluation. We examined the effectiveness of an online training course on program evaluation topics. METHODS: In July 2021, we recruited current and recently graduated MPH students from accredited US universities to measure the effectiveness of a 1-hour online training course in program evaluation. We distributed pre- and postsurveys to eligible participants. We assessed program evaluation skills on a 4-point Likert scale to determine improvements in knowledge (from 4 = extremely knowledgeable to 1 = not knowledgeable), attitudes (from 4 = strongly agree to 1 = strongly disagree), and self-efficacy (from 4 = strongly agree to 1 = strongly disagree). RESULTS: Among 80 MPH students who completed the survey, respondents indicated mean (SD) increases from presurvey to postsurvey in knowledge (from 2.13 [0.66] to 3.24 [0.54]) and attitudes (from 3.61 [0.51] to 3.84 [0.30]) toward program evaluation and in self-efficacy in conducting program evaluation (from 2.92 [0.71] to 3.44 [0.52]). CONCLUSION: The course may be an effective approach for training public health professionals about program evaluation. Our results provide a basis for revising the way program evaluation is taught and practical recommendations for integrating program evaluation competencies within public health curricula, such as by incorporating a self-paced training course for continuing education.

Development of the FlagIt Report and Response System for Concerning or Harassing Messages Related to Public Health Work.

In response to growing reports of concerning/harassing messages and backlash related to public health work, the Johns Hopkins Bloomberg School of Public Health established the FlagIt report and response system. The system uses a dedicated FlagIt email inbox for faculty and staff to report harassing or concerning messages related to public-facing work and has an autoreply message sharing available institutional resources. The Johns Hopkins University public safety investigators review, inventory, and investigate the reported messages and share their findings with the reporter within 2 business days. In addition, the Johns Hopkins Bloomberg School of Public Health faculty FlagIt team volunteers reach out to the reporter to check in on how they are doing and offer additional supports if needed The FlagIt system was developed with existing institutional resources and did not require additional funding. Given the continued backlash against public health, other public health institutions and agencies may consider implementing similar report and response systems.

[The role of the high-level public health school in the development of the Center for Disease Control and Prevention].

The Ministry of Education and other four departments jointly issued the Notice on the Construction of high-level schools of public Health, proposing that "it will take ten years to build a number of high-level schools of public health, and form a high-quality education development system to adapt to the construction of modern public health system". At present, the construction of high-level public health schools in various universities in China is in full swing. The high-level School of Public Health and the CDC have played an important role in constructing the national public health system and the human health community. The high-level public health schools are of strategic significance and important value to the development of the CDC. The review presents reflections and insights on the role of high-level public health schools in the development of the CDC and the challenges they might face.

Marginal Engagement: The Adverse Experiences of White Women and People of Color Alumni at a PWI School of Public Health.

The University of Minnesota (UMN) School of Public Health (SPH) asked graduates about their experiences as students and as alumni. Of 1186 respondents indicating gender, 140 were women who self-identified as members of a marginalized group. Fifty-one percent of these respondents were White women. Compared with White women, Black, Indigenous, and people of color (BIPOC) women were more likely to report that they felt they did not belong, were uncomfortable, or experienced bias and/or discrimination in their program, although the results were not statistically significantly different at P < .05. Survey results show a clear difference in experience between White and BIPOC alumni. The results indicate a need to improve cultural competence/humility, along with a need to move away from what may be construed as White-centered events, pedagogy, and leadership. With this evidence, the UMN SPH has an opportunity to improve our outreach strategies and initiatives.

The Effectiveness and Flexibility of Practice-Based Teaching: A Long-term, Cross-disciplinary Evaluation.

OBJECTIVES: Schools of public health (SPHs) must train students through real-world situations. Practice-based teaching (PBT) uses immediate application for skill development through multiple modes of delivery including virtual collaborations. PBT provides short-term benefits but is less understood long term. We sought to understand the longer-term impacts of PBT on students, public health agencies, faculty, and SPH administration and determine if the reported benefits of PBT outweigh the challenges. METHODS: We used a mixed-methods pre-post-test evaluation to assess short-term outcomes in spring 2015 and long-term outcomes 3 years later using quantitative and qualitative assessments. The evaluation included 4 PBT courses spanning disciplines in 1 SPH. Participants included students (n = 56), collaborating agencies (n = 9), teaching faculty (n = 7), and SPH administrators (n = 8). RESULTS: Students reported acquisition of competencies, application at follow-up, and being workforce ready (91.0%) with greater appreciation 3 years post-semester (78.6%). Collaborating agencies reported successful implementation of deliverables (77.8%) and enhanced networks (88.7%) with cost savings and better outcomes for the communities served. Faculty recognized beneficial outcomes to students including workforce preparation (71.4%), and administration recognized the benefits and worth of PBT to the school for teaching (100%) and research opportunities (87.5%). CONCLUSIONS: Given the shifting higher education landscape as a result of the pandemic, public health courses are being redesigned to provide opportunities for skill development, regardless of delivery mode, and enhanced connections to the field are essential. PBT is a flexible pedagogy that results in lasting and innovative resources to agencies and prepares public health students with technical skills and professional competencies to be workforce ready.

Componente curricular projeto de vida: perspectivas de professoras da rede estadual de São Paulo / Curricular component life purpose: perspectives of teachers of the São Paulo state network / Componente curricular proyecto de vida: perspectivas de profesores de la red estadual de São Paulo

O objetivo deste estudo foi conhecer a experiência de alguns professores ao lecionar projeto de vida durante a implementação do componente curricular Projeto de Vida no estado de São Paulo. Realizou-se uma pesquisa qualitativa, de caráter exploratório. Participaram do estudo sete professoras que lecionavam o componente curricular Projeto de Vida em duas escolas públicas, de uma cidade do interior do estado de São Paulo, escolhidas por conveniência. Foram utilizados o Questionário de Dados Sociodemográficos e o Protocolo de Entrevista Semiestruturada para Projeto de Vida de Professores, elaborados para este estudo. As professoras foram entrevistadas individualmente, on-line, e as entrevistas foram gravadas em áudio e vídeo. Os dados foram analisados por meio de análise temática. Os resultados indicaram possibilidades e desafios em relação à implementação do componente curricular Projeto de Vida. Constatou- se que a maioria das docentes afirmou que escolheu esse componente curricular devido à necessidade de atingir a carga horária exigida na rede estadual. As professoras criticaram a proposta, os conteúdos e os materiais desse componente curricular. As críticas apresentadas pelas professoras estão em consonância com aquelas presentes na literatura em relação à reforma do Ensino Médio e ao Inova Educação. Esses resultados sugerem a necessidade de formação tanto nos cursos de licenciatura quanto em ações de formação continuada, para que os professores se sintam mais seguros e preparados para lecionar o componente curricular Projeto de Vida na Educação Básica. Propõe-se uma perspectiva de formação pautada na reflexão e na troca entre os pares para a construção de um projeto coletivo da escola para o componente Projeto de Vida.(AU)

This study aimed to know the experience of some teachers when teaching life purpose during the implementation of the curricular component "Life Purpose" (Projeto de Vida) in the state of São Paulo. A qualitative, exploratory research was carried out. Seven teachers who taught the curricular component "Life Purpose" (Projeto de Vida) in two public schools in a city in the inland state of São Paulo, chosen for convenience, participated in the study. The Sociodemographic Data Questionnaire and the Semi-structured Interview Protocol for Teachers' Life Purposes, developed for this study, were used. The teachers were interviewed individually, online, and the interviews were recorded in audio and video. Data were analyzed using thematic analysis. The results indicated possibilities and challenges regarding the implementation of the Life Purpose curricular component. It was found that most teachers chose this curricular component due to the need to reach the required workload in the state network. The teachers criticized the proposal, the contents and the materials of this curricular component. Teacher's critics are in line with the criticisms present in the literature regarding the reform of High School and Inova Educação. Therefore, training is essential, both in undergraduate courses and in continuing education actions, so that teachers can teach the curricular component Life Purpose in Basic Education. A training perspective based on reflection and exchange between peers is proposed for the construction of a collective school project for the Life Purpose component.(AU)

El objetivo de este estudio fue conocer la experiencia de algunos profesores al enseñar proyecto de vida durante la implementación del componente curricular Proyecto de Vida en el estado de São Paulo. Se realizó una investigación cualitativa, exploratoria. Participaron en el estudio siete profesores que impartían el componente curricular Proyecto de Vida en dos escuelas públicas en un municipio del estado de São Paulo, elegidos por conveniencia. Los instrumentos utilizados fueron el cuestionario de datos sociodemográficos y el protocolo de entrevista semiestructurada para proyectos de vida de profesores, desarrollados para este estudio. Las entrevistas a los profesores fueron en línea, de manera individual, y fueron grabadas en audio y video. Los datos se sometieron a un análisis temático. Los resultados indicaron posibilidades y desafíos en relación a la implementación del componente curricular Proyecto de Vida. La mayoría de los profesores declararon elegir este componente curricular por la necesidad de alcanzar la carga horaria requerida en la red estatal. Los profesionales criticaron la propuesta, los contenidos y los materiales de este componente curricular. Las críticas presentadas están en línea con las críticas presentes en la literatura respecto a la reforma de la educación básica e Inova Educação. Por lo tanto, la formación es fundamental, tanto en los cursos de grado como en las acciones de educación permanente, para que los profesores puedan impartir el componente curricular Proyecto de Vida en la educación básica. Se propone una formación basada en la reflexión y el intercambio entre pares para la construcción de un proyecto escolar colectivo en el componente Proyecto de Vida.(AU)

Saúde mental e cotas: um estudo comparativo entre estudantes universitários no Brasil / Mental health and quotas: a comparative study among university students in Brazil / Salud mental y cuotas: un estudio comparativo entre estudiantes universitarios en Brasil

Com a instauração da política de cotas, ocorreram profundas transformações no perfil dos estudantes das universidades públicas brasileiras. Essa nova composição do corpo discente, com maior representatividade de minorias e/ou estudantes de baixa renda, traz consigo novas demandas relacionadas à saúde mental do estudante. Apesar disso, ainda são escassas as pesquisas que investiguem esse contexto específico. Este estudo visa comparar a saúde mental de estudantes cotistas e não cotistas, avaliando diferenças nas prevalências de sintomas de depressão, ansiedade e estresse entre os dois grupos. Participaram da pesquisa 6.103 estudantes de graduação de uma universidade pública federal, dos quais 2.983 (48,88%) cotistas e 3.120 (51,12%) não cotistas. O levantamento de dados foi feito por meio de questionário on-line contendo questionário sociodemográfico e de hábitos de vida, e pelo Depression Anxiety and Stress Scale, na sua versão reduzida de 21 itens (DASS-21), utilizada para avaliar sintomas de depressão, ansiedade e estresse. Os resultados indicaram que os estudantes cotistas apresentaram maiores prevalências de sintomas de depressão e ansiedade quando comparados aos não cotistas. As áreas de Ciências Exatas e da Terra, e os Bacharelados Interdisciplinares apresentaram maiores diferenças entre os dois grupos em relação a esses problemas em saúde mental. Os resultados apontam para a necessidade de que as universidades estejam atentas às novas demandas em saúde mental dos estudantes e que estas sejam contempladas nas políticas de atenção à saúde estudantil.(AU)

With the introduction of the quota policy, profound changes took place in the profile of students in Brazilian public universities. This new composition of the student body, with greater representation of minorities and/or low-income students, brings new demands related to student mental health. Despite this, there are still few studies investigating this specific context. This study aims to compare the mental health of quota and non-quota students, evaluating differences in the prevalence of symptoms of depression, anxiety, and stress between the two groups. A total of 6,103 undergraduate students from a federal public university participated in the research, of which 2,983 (48.88%) were quota students and 3,120 (51.12%) were nonquota students. Data collection was carried out via an online questionnaire containing a sociodemographic and lifestyle questionnaire, and the Depression Anxiety and Stress Scale, in its reduced version of 21 items (DASS-21) was used to assess symptoms of depression, anxiety, and stress. The results indicated that quota students had higher prevalence of symptoms of depression and anxiety when compared to non-quota students. The areas of Exact and Earth Sciences and Interdisciplinary Bachelors were the ones that showed the greatest differences between the two groups in relation to these mental health problems. The results point to the need for universities to be attentive to the new demands in mental health of students and for these to be included in student health care policies.(AU)

Con la introducción de la política de cuotas, se produjeron cambios profundos en el perfil de los estudiantes de las universidades públicas brasileñas. Esta nueva composición del alumnado, con mayor representación de minorías y/o estudiantes de escasos recursos, trae consigo nuevas demandas relacionadas con la salud mental del alumno. Pero todavía existen pocas investigaciones sobre el contexto específico. Este estudio tiene como objetivo comparar la salud mental de los estudiantes beneficiarios de las políticas de cuotas y los no beneficiarios, y evaluar las diferencias en la prevalencia de síntomas de depresión, ansiedad y estrés entre los dos grupos. En la investigación participaron un total de 6.103 estudiantes de grado de una universidad pública federal, de los cuales 2.983 (48,88%) son estudiantes beneficiarios y 3.120 (51,12%) son estudiantes no beneficiarios. Los datos se recolectaron de un formulario en línea, que estaba compuesto por un cuestionario sociodemográfico y de hábitos de vida, y por la Escala de Depresión, Ansiedad y Estrés, en su versión reducida de 21 ítems (DASS-21), utilizada para evaluar síntomas de depresión, ansiedad y estrés. Los resultados destacaron que los estudiantes beneficiarios de las políticas de cuotas tenían una mayor prevalencia de síntomas de depresión y ansiedad en comparación con los estudiantes no beneficiarios. Las áreas de Ciencias Exactas y de la Tierra y Licenciaturas Interdisciplinarias presentaron las mayores diferencias entre los dos grupos con relación a estos problemas en salud mental. Los resultados apuntan a la necesidad de que las universidades sean conscientes de las nuevas demandas sobre la salud mental de los estudiantes y de que estas se incluyan en las políticas de atención de la salud estudiantil.(AU)

COVID-19 surveillance in the Flemish school system: development of systematic data collection within the public health school system and descriptive analysis of cases reported between October 2020 and June 2021.

BACKGROUND: The age-specific distribution of SARS-CoV-2 cases in schools is not well described. Reported statistics reflect the intensity of community transmission while being shaped by biases from age-dependent testing regimes, as well as effective age-specific interventions. A case surveillance system was introduced within the Flemish school and health-prevention network during the 2020-2021 school year. We present epidemiological data of in-school reported cases in pre-, primary and secondary schools identified by the case surveillance system, in conjunction with test data and community cases from October 2020 to June 2021. METHODS: We describe the development of the surveillance system and provide the number of reported cases and standardized rates per grade over time. We calculated absolute and relative differences in case incidence according to school grade (primary: grades 1-6, and secondary: grades 7-12) using grades 7-8 as a comparator, relating them to non-pharmaceutical infection prevention interventions. Cumulative population incidences (IP) stratified by age, province and socioeconomic status (SES) of the school population are presented with their 95% confidence intervals (CI). RESULTS: A total of 59,996 COVID-19 cases were reported in the school surveillance system, with the highest population adjusted IP in grade 11-12 of 7.39% (95%CI 7.24-7.53) and ranging from 2.23% to 6.25% from pre-school through grade 10. Age-specific reductions in mask introduction and in-person teaching were temporally associated with decreased case incidence, while lower pupil SES was associated with an increase in cumulative cases (excess 2,739/100,000 pupils compared to highest SES tertile). Community testing volumes varied more for children compared to adults, with overall higher child test-positivity. Holidays influence capturing of cases by the system, however efficiency increased to above 75% after further automation and integration in existing structures. CONCLUSION: We demonstrate that effective integration of case surveillance within an electronic school health system is feasible, provides valuable data regarding the evolution of an epidemic among schoolchildren, and is an integral component of public health surveillance and pandemic preparedness. The relationship towards community transmission needs careful evaluation because of age-different testing regimens. In the Flemish region, case incidence within schools exhibited an age gradient that was mitigated through grade-specific interventions, though differences by SES remain.

A Review of Public Health Emergency Preparedness and Response (PHEPR) Curricula in US CEPH-Accredited Schools and Programs of Public Health.

OBJECTIVE: To assess the current state of graduate-level disaster-related curricula (i.e., Masters and Doctoral programs, degree concentrations, and graduate certificates) offered by the Council on Education for Public Health (CEPH)-accredited public health schools and programs in the US. METHODS: This research reviewed, evaluated, and summarized the content of websites of all US-based CEPH-accredited schools and programs to identify disaster-related degree programs, degree concentrations and graduate certificates from April - June 2021. RESULTS: Of 191 schools and programs reviewed, 29 (15%) offered disaster-related curricula, totaling 44 degrees and programs. Programs included Masters-level degrees and Masters/ Doctoral degree concentrations, with the majority taking the form of graduate certificates (64%). Schools that offered disaster-related curricula were clustered in eastern and Gulf states. CONCLUSION: Most US CEPH-accredited schools and programs do not offer graduate-level disaster-focused curricula. Of the programs offered, far fewer opportunities exist for in-depth graduate-degree level training compared to certificate-level training. Additionally, programs are constrained to certain areas of the country. Our findings suggest a need for disaster and public health emergency-related curricula development within schools and programs of public health to meet the growing needs of communities affected by disasters and emergencies.

Articulación de maestrías y especialidades con el doctorado en la Escuela Nacional de Salud Pública / A proposal for the articulation of specialties and master's with doctoral programs in the National School of Public Health

Introducción: La formación doctoral recaba relaciones internas entre los escenarios científicos y académicos. Objetivo: Exponer la propuesta de articulación de las maestrías y especialidades con el proceso de formación doctoral en la Escuela Nacional de Salud Pública. Métodos: Se realizó un estudio cualitativo fenomenológico, en el que participaron doctores de la Escuela Nacional de Salud Pública con implicación en la formación doctoral de otras formas académicas y graduados. Se realizó un grupo de discusión mediante un foro virtual, donde se discutió la necesidad de contar con un plan de acción para la articulación, así como su conformación definitiva. Resultados: Las voces apoyaron la necesidad de contar con dicha articulación y emitieron criterios que permitieron el perfeccionamiento de la propuesta sometida a debate. Conclusiones: La articulación especialidad-maestría-doctorado de la Escuela Nacional de Salud Pública garantiza el involucramiento de los actores implicados en su ejecución y permite avizorar los logros que se propone en cuanto al fortalecimiento de la formación doctoral de la institución, desde sus propias formas académicas. Deberá favorecer el tránsito rápido y exitoso de un mayor número de profesionales hacia la formación doctoral en ciencias de la salud. Sus presupuestos, propósitos, acciones y responsables responden a las circunstancias en que esta propuesta surge y a las necesidades actuales, lo cual no limita su perfeccionamiento continuo y necesario(AU)

Introduction: Doctoral training comprises internal relationships between scientific and academic scenarios. Objective: To show a proposal for articulating the master's program and specialties with the doctoral training process of the National School of Public Health. Methods: A qualitative and phenomenological study was carried out, with the participation of doctors from the National School of Public Health involved in the doctoral training of other academic modalities and graduates. A discussion group was held through a virtual forum, where the need for an articulation action plan was discussed, as well as its definitive creation. Results: The speaking participants supported the need to have such articulation and issued criteria that allowed the improvement of the proposal submitted for discussion. Conclusions: The specialty-master's program-doctorate program articulation of the National School of Public Health guarantees that actors be involved in its implementation and makes it possible to foresee the proposed achievements in terms of strengthening the institution's doctoral training, based on its own academic modalities. It should favor the rapid and successful transition of a greater number of professionals towards doctoral training in health sciences. Its foundations, purposes, actions and responsible actors respond to the circumstances in which this proposal arises, as well as to the current needs, which does not limit its continuous and necessary improvement(AU)

Fifty years of Nordic social medicine and public health: snapshots of a journal.

We revied articles published in the Scandinavian Journal of Public Health in a 50 years perspective. Papers reflect development of public health research, policy and debate over the years. Several papers describe early phases of Nordic population based studies that came to have major importance.

Are We Prepared for Precision Public Health? An Examination of Genomics Content in Graduate Public Health Programs.

OBJECTIVE: With the completion of the Human Genome Project and swift development of genomic technologies, public health practitioners can use these advancements to more precisely target disease interventions to populations at risk. To integrate these innovations into better health outcomes, public health professionals need to have at least a basic understanding of genomics within various disciplines of public health. This descriptive study focused on the current level of genomics content in accredited master of public health (MPH) programs in the United States. METHODS: We conducted an internet search on all 171 Council on Education for Public Health (CEPH)-accredited MPH programs in the United States for genomics content in required and elective courses using the search terms "genetics," "genomics," and "molecular." RESULTS: Of the 171 CEPH-accredited MPH programs examined, 52 (30.4%) schools and programs in 34 states offered some type of genomics education. Thirty-five (20.5%) schools and programs had a course in genetic epidemiology, 29 (16.9%) had a course in genetic biostatistics or bioinformatics, and 17 (9.9%) had a course in general public health genomics. The remaining 119 offered no course with a focus on genetics or genomics. In addition, some electives or specifically focused courses related to genomics were offered. CONCLUSION: We found inadequate training in public health genomics for MPH students. To realize the promise of precision public health and to increase the understanding of genomics among the public health workforce, MPH programs need to find ways to integrate genomics education into their curricula.

What Does It Mean to Be a Clinical Track Faculty Member in Public Health? A Survey of Clinical Track Faculty Across the United States.

OBJECTIVES: The clinical professor track has expanded and reflects a trend toward hiring non-tenure-track faculty in public health; however, little is known about this track. We documented characteristics of clinical faculty at US schools of public health. METHODS: We surveyed clinical faculty at Council on Education for Public Health-accredited schools of public health in the United States in 2019, identified via each school's website. We invited faculty (n = 264) who had the word clinical in their title (ie, apparently eligible faculty), had a working email address, and were not authors of this article to provide information about their rank, degree credentials, expectations for teaching, service, research and practice, and promotion criteria at their institution. In addition, we used open-ended responses to explain and contextualize quantitative data. RESULTS: Of 264 apparently eligible faculty surveyed, 88 (33.3%) responded. We included 81 eligible clinical faculty in our final sample, of whom 46 (56.8%) were assistant professors and 72 (88.9%) had a terminal degree; 57 of 80 (71.3%) had an initial contract of ≤2 years or no contract. Most clinical faculty listed service (96.2%), teaching (95.0%), and student advising/mentoring (86.3%) as duties; fewer clinical faculty reported research (55.0%), practice (33.8%), or clinic (7.5%) duties. Only 37.1% of respondents agreed or strongly agreed that promotion policies for clinical track faculty were clear. CONCLUSIONS: If most clinical faculty are at the lowest academic rank, with short contracts and unclear expectations, it will be difficult for clinical faculty to advance and challenging for schools of public health to benefit from this track. Clear institutional expectations for scope of work and promotion may enhance the contribution of clinical faculty to schools of public health and help define this track.

Form Follows Function: A New Structure for a School of Public Health in the 21st Century.

National discussions around education in public health in the early 2010s and the subsequent revisions to accreditation criteria for schools of public health in 2016 resulted in a dramatic shift away from the traditional 5 core discipline model in requirements for core curricula and the offering of specific master of public health degrees. With greater flexibility and opportunities for innovation, the College of Public Health at the University of South Florida embarked on a reexamination of its organizational structure, which, like many accredited schools, was based on the old 5 core discipline model. A transparent, inclusive, and deliberative process ultimately resulted in the elimination of departments in favor of a unified faculty whose collective discipline is public health. Decisions made along the way, unexpected opportunities that arose in the implementation, as well as challenges and early results are discussed.

Projeto pedagógico institucional: ppi 2023-2027 / Institutional pedagogical project: ppi 2022-2027

Um projeto pedagógico institucional é, em sua essência, a bússola que conduz o docente, trabalhador da saúde, no planejamento e execução de uma simples atividade educacional até propostas mais complexas. Além disso, é um, dentre o rol de documentos necessários para o reconhecimento legal da instituição formadora, quanto ao seu credenciamento junto às instâncias reguladoras da educação e da saúde. Considerando o momento atual e as particularidades que envolvem um contexto complexo, específico e necessário, destaca-se a relevância e a necessidade de elaboração do presente documento - o Projeto Pedagógico Institucional da Escola de Saúde Pública do Estado de Mato Grosso (PPI da ESPM), que busca promover o fortalecimento do SUS, em especial o território do Estado do Mato Grosso. Sua proposta é contribuir para a realização de projetos educacionais, presentes no mundo do trabalho em saúde, respeitando suas particularidades e as necessidades de formação de seus profissionais. Através de encontros realizados entre os diversos atores do SUS, sua revisão foi pensada, elaborada e executada buscando que este seja um documento que esteja "fora das gavetas" e "presente" em cada linha proposta nos projetos educacionais certificados pela ESP/MT. Revisitado e revisado coletivamente entres os trabalhadores da ESP/MT e seus parceiros, o PPI foi elaborado pensando na amplitude e riqueza das possibilidades educacionais que envolvem o ensino, a pesquisa e a extensão, bem como, promover a interlocução com o Plano de Desenvolvimento Institucional da ESP/MT, e subsidiará a revisão do Regimento Escolar da ESP/MT. Reconhecendo a diversidade de propostas educacionais existentes e as especificidades que envolvem a educação de adultos e o mundo do trabalho na saúde, o PPI define os pressupostos filosóficos e educacionais que são adotados pela ESP/MT, para que se alcance os objetivos de cada projeto educativo desenvolvido e executado, dando luz e norte do caminhar junto ao seu Plano de Desenvolvimento Institucional. Assim, nós, trabalhadores da ESP/MT, buscamos trazer fortemente a importância e o valor do SUS, das políticas públicas e do serviço público. Trazer a frente a maior riqueza que o SUS possui, que são seus trabalhadores. Defender e trabalhar pela inclusão e qualidade da saúde, enquanto direito e dever de todos nós, como é previsto nos documentos primários e tão atuais que culminaram com essa política, tão desafiadora e que representa uma "pedra" no mercado. Dar sentido e valor à educação é o nosso propósito.

Identificación de procesos de salud por maestrantes de la Escuela Nacional de Salud Pública / Identification of health processes by teachers of the National School of Public Health

Introducción: En los programas académicos de las especialidades, maestrías y cursos que se imparten en la Escuela Nacional de Salud Pública se inserta el estudio de los procesos y la gestión por procesos, tecnología que puede ser implementada para la mejora de la calidad en los servicios de salud en Cuba. Objetivo: Identificar los procesos vinculados al desempeño de los maestrantes en las instituciones de salud. Métodos: Investigación descriptiva de corte transversal entre enero y marzo de 2020, centrada en la búsqueda del conocimiento acerca del tema de procesos en los estudiantes de las maestrías de Atención Primaria de Salud y de Promoción y Educación para la Salud. Se solicitó la identificación de cinco procesos vinculados a su labor según la definición de la variable procesos y la selección de un proceso para la construcción colectiva de un diagrama de flujos y una ficha de procesos. Resultados: Se identificaron errores gramaticales y en la identificación de procesos en 13 maestrantes, se eliminaron aquellos que se repetían. Los procesos se agruparon y clasificaron en operativos, de apoyo y estratégicos. Se confeccionó un diagrama de flujos y una ficha del proceso más identificado por los maestrantes. Conclusiones: Los procesos operativos se identificaron con más frecuencia que los de apoyo y los estratégicos. La construcción de un diagrama de flujos y una ficha de proceso permitió una mayor visibilidad de las actividades y tareas que se desarrollan durante el proceso de atención médica por el equipo básico de salud en el consultorio médico de la familia(AU)

Introduction: The academic programs of specialties, master's degrees and courses taught at the National School of Public Health include the study of processes and process management, a technology that can be implemented to improve the quality of health services in Cuba. Objective: To identify the processes linked to the performance of master's courses students in health institutions. Methods: Cross-sectional and descriptive research carried out between January and March 2020, focused on the search for knowledge about the topic of processes in students of the master's degree courses of Primary Health Care and Health Promotion and Education. The identification of five processes linked to their work was requested according to the definition of the variable process and the selection of a process for the collective construction of a flow diagram and a process file. Results: Grammatical errors and errors in the identification of processes were observed in thirteen master's degree students, while those repeated were eliminated. The processes were grouped and classified into operational, supportive and strategic. A flow chart and a file of the process most identified by the master's degree students were made. Conclusions: Operational processes were identified more frequently than supportive and strategic ones. The construction of a flow chart and a process sheet allowed greater visibility of the activities and tasks developed during the medical care process by the basic health team in the family medical office(AU)

The Role of European Schools and University Departments of Public Health in the 2020 COVID-19 Response, European Region, 2020.

Objective: The main objective was to examine, how European Schools of Public Health (SPHs) responded to the COVID-19 pandemic through 2020, across the main activity domains of the SPHs. Methods: A cross-sectional survey based on an online questionnaire concerning the anti-COVID-19 activities from 1st March to 31st October 2020 of the 117 members of the Association of Schools of Public Health in the European Region (ASPHER). The questionnaire asked about 33 sub-themes within the four main themes of teaching, health communication to the public, research, and consultancy/advice. Results: Fifty-nine SPHs (50%) completed the questionnaire. Seventy-nine per cent of participants were involved in COVID-19 related teaching; health communication to the public, 76%; research, 80%; consultancy/advice, 81%. Eight out of ten participants had been involved in all of the four main themes. Conclusion: The study demonstrated a substantial body of COVID-19 related work by SPHs in Europe, and an outstanding potential to deliver crucial knowledge and skills to support the governance and the public health systems necessary to combat COVID-19.

Future directions of Doctor of Public Health education in the United States: a qualitative study.

BACKGROUND: The Doctor of Public Health (DrPH) degree is an advanced and terminal professional degree that prepares the future workforce to engage in public health research, teaching, practice, and leadership. The purpose of the present research was to discuss the desirable future direction and optimal education strategies for the DrPH degree in the United States. METHODS: A total of 28 Council on Education for Public Health (CEPH)-accredited DrPH programs in the United States was identified through the Association of Schools and Programs of Public Health (ASPPH) Academic Program Finder. Then, a qualitative analysis was conducted to obtain perspectives from a total of 20 DrPH program directors through in-depth interviews. RESULTS: A DrPH program should be recognized as equal but different from an MPH or a PhD program and strengthen the curriculum of methodology and leadership education. It is important that a DrPH program establishes specific partnerships with other entities and provide funding for students. In addition, rather than being standardized nationwide, there is value in each DrPH program maintaining its unique character and enabling students to be open to all career pathways. CONCLUSIONS: The future of DrPH programs in the twenty-first century should aim at effective interdisciplinary public health approaches that draw from the best of both academic and applied sectors. A DrPH program is expected to provide academic, applied public health, and leadership training for students to pursue careers in either academia or the public/private sector, because public health is an applied social science that bridges the gap between research and practice.