Naming racism in the public health classroom.

OBJECTIVE: The discussion of racism within undergraduate public health classrooms can be highly influenced by local and national conversations about race. We explored the impact of local and national events on students' ability to name racism on a public health exam highlighting the impact of racism on maternal and infant health disparities for Black mothers. METHODS: We undertook this research within the context of an undergraduate introductory public health course at a primarily white institution in the Northeastern part of the United States. A qualitative content analysis of undergraduate student responses to a final exam question soliciting the importance of racism to health outcomes among Black mothers in the United States was undertaken. ANOVA tests were run to assess differences on naming racism, using semantic alternatives, and providing alternative explanations during three main time periods: prior to the election of the 45th president of the United States (pre-Trump), after the election (post-Trump), and after a nationally recognized racist campus incident. RESULTS: Between the pre- and post-Trump periods we see no differences in naming racism or providing alternative explanations. We do see a reduction in the proportion of students providing semantic alternatives for racism in the post-Trump period (32.2 vs. 25.2%, p = 0.034). After the racist campus incident, we see increases in the proportion of students naming race (53.6 vs. 73.8%, p = 0.021) and decreases in the proportion providing an alternative explanation (43.1 vs. 12.9%, p = 0.004), but no differences in the proportion of students who used semantic alternatives. DISCUSSION: This work lends itself to our understanding of how local climate affects public health teaching and may also influence students' learning about important social and structural determinants of health. National and local climate should frame and guide public health teaching.

Strategic Planning in Population Health and Public Health Practice: A Call to Action for Higher Education.

POLICY POINTS: Scarce resources, especially in population health and public health practice, underlie the importance of strategic planning. Public health agencies' current planning and priority setting efforts are often narrow, at times opaque, and focused on single metrics such as cost-effectiveness. As demonstrated by SMART Vaccines, a decision support software system developed by the Institute of Medicine and the National Academy of Engineering, new approaches to strategic planning allow the formal incorporation of multiple stakeholder views and multicriteria decision making that surpass even those sophisticated cost-effectiveness analyses widely recommended and used for public health planning. Institutions of higher education can and should respond by building on modern strategic planning tools as they teach their students how to improve population health and public health practice. CONTEXT: Strategic planning in population health and public health practice often uses single indicators of success or, when using multiple indicators, provides no mechanism for coherently combining the assessments. Cost-effectiveness analysis, the most complex strategic planning tool commonly applied in public health, uses only a single metric to evaluate programmatic choices, even though other factors often influence actual decisions. METHODS: Our work employed a multicriteria systems analysis approach--specifically, multiattribute utility theory--to assist in strategic planning and priority setting in a particular area of health care (vaccines), thereby moving beyond the traditional cost-effectiveness analysis approach. FINDINGS: (1) Multicriteria systems analysis provides more flexibility, transparency, and clarity in decision support for public health issues compared with cost-effectiveness analysis. (2) More sophisticated systems-level analyses will become increasingly important to public health as disease burdens increase and the resources to deal with them become scarcer. CONCLUSIONS: The teaching of strategic planning in public health must be expanded in order to fill a void in the profession's planning capabilities. Public health training should actively incorporate model building, promote the interactive use of software tools, and explore planning approaches that transcend restrictive assumptions of cost-effectiveness analysis. The Strategic Multi-Attribute Ranking Tool for Vaccines (SMART Vaccines), which was recently developed by the Institute of Medicine and the National Academy of Engineering to help prioritize new vaccine development, is a working example of systems analysis as a basis for decision support.

The Role of Professional Journals and Societies in the Future of a Field: A Reflection on the Partnership Between the American Journal of Epidemiology and the Society for Epidemiologic Research.

On this, the 100th anniversary of Johns Hopkins Bloomberg School of Public Health, we take the opportunity to reflect on the ties between the School, the American Journal of Epidemiology, and the Society for Epidemiologic Research. We discuss briefly the intersection of the School, the Journal, and the Society throughout their histories, with the aim of providing some insight into how the Journal and the Society have contributed to the evolution of the field. In so doing, we articulate the challenges that the Journal and the Society jointly face today, with an eye to finding opportunities in these challenges that can be helpful in coming decades.

Preparing future faculty and professionals for public health careers.

Recent years have brought rapid growth in schools of public health and an increasing demand for public health practitioners. These trends highlight the need for innovative approaches to prepare doctoral graduates for academic and high-level practice positions. The University of Maryland's School of Public Health developed a "Preparing Future Faculty and Professionals" program to enrich the graduate education and professional development of its doctoral students. We describe the program's key elements, including foundational seminars to enhance students' knowledge and skills related to teaching, research, and service; activities designed to foster career exploration and increase competitiveness in the job market; and independent, faculty-mentored teaching and research experiences. We present a model for replicating the program and share student outcomes of participation.

Anticipating change, sparking innovation: framing the future.

As the 100th anniversary of the 1915 Welch-Rose report approaches, the Association of Schools and Programs of Public Health (ASPPH) has been pursuing two initiatives to spark innovation in academic partnerships for enhancing population health: (1) Framing the Future: The Second 100 Years of Education for Public Health and (2) Reconnecting Public Health and Care Delivery to Improve the Health of Populations. We describe how ASPPH-member schools and programs accredited by the Council on Education for Public Health, along with their extraordinarily diverse array of partners, are working to improve education that better prepares health professionals to meet 21st-century population health needs.

La Escuela de Salud Pública: sus orígenes 23º nota / School of Public Health: its origins 23º note

Al finalizar las actividades del ciclo lectivo1996 laEscuela de Salud Pública de la Facultad de Ciencias Médicas de la Universidad Nacional de Córdoba, eleva lasíntesis informativa de las acciones desarrolladas duranteeste vigésimo tercer año consecutivo de formación de posgrado, bajo la dirección del Prof. Dr. Luis CésarAbed.” Así comienza la memoria anual del año 1996.Este aporte para una nueva edición de la Revista de la Escuela de Salud Pública es otra entrega de quieneshemos sido testigos presenciales en la gestación y derrotero de esta importante institución de postgradode la Facultad de Ciencias Médicas, contando además con los anales memoriosos que permite rescatar lainformación presente...

La salud como derecho en la misión fundacional de la Escuela de Salud Pública de la Facultad de Medicina de la Universidad de Chile: un análisis histórico / Health as a right in the founding mission of the School Of Public Health, School Of Medicine, University Of Chile: a historical analysis / A saúde como direito na missão fundacional da Escola De Saúde Pública Da Faculdade De Medicina Da Universidade de Chile: uma análise histórica

Este trabajo explora el contexto histórico en el cual se origina la Escuela de Salud Pública de la Universidad de Chile (ESP). Se estudia un periodo de tiempo comprendido entre fines del siglo XIX y mediados del siglo XX. En primer lugar, se analizan las posiciones de cuatro actores claves (la élite, los médicos y profesionales de la salud, las capas populares, y el Estado) y sus conflictos. En segundo lugar, se estudia el cambio de paradigma en el rol del Estado frente a los problemas de salud, desde una posición de “Estado subsidiario y gendarme” a una de “Estado asistencial de compromiso”. La ESP surge como producto de estos procesos históricos, para cubrir la necesidad de formar especialistas en el campo de la salud pública, obteniendo un apoyo externo de la Fundación Rockefeller que se resulta fundamental en su inicio. Desde sus inicios tiene un fuerte involucramiento en la vida pública del país, asumiendo la salud de la población como un derecho social.

The historical context in which the School of Public Health of the University of Chile was born is explored in this work. The period studied goes from the end of the 19th century to middle of the 20th Century. In the first place, the position of the four key actors - the elite, doctors and health professionals, popular layers, and the State - and their conflicts are analyzed. In the second place, the change of paradigm in the role of the State regarding health problems, from a position of “Subsidiary Gendarme State” to a new position of “Welfare Committed State” is studied. The School of Public Health was born as a result of these historical processes, to cover the need to train specialists in the field of public health, getting external support from the Rockefeller Foundation which was essential in its beginnings. Since its origin it has been greatly involved in the country´s public life, understanding people´s health as a social right.

Este trabalho analisa o contexto histórico no qual teve origem a Escola de Saúde Pública da Universidade do Chile (ESP). Estuda-se um período de tempo que varia entre finais do século XIX e meados do século XX. Em primeiro lugar, são analisadas as posições dos quatro jogadores-chave (a elite, os médicos e profissionais de saúde, os setores populares, e o Estado) e seus conflitos. Em segundo lugar, analisa-se a mudança de paradigma no papel do Estado a partir dos problemas de saúde, a partir de uma conceição de “Estado subsidiário e gendarme” para uma de “Estado assistencial de compromisso” A ESP surge como resultado desses processos históricos, para atender a necessidade de formação de especialistas no domínio da saúde pública, obtendo um apoio externo da Fundação Rockefeller, que é essencial no início. Desde a sua criação tem uma forte participação na vida pública do país, assumindo a saúde da população como um direito social.

Publication output in the field of Public Health and its appreciation at political level in Austria.

In a pilot study, we aimed to identify the output of public health research by Austrian university and non-university research institutions and compare it with its translation into Austrian public health policy. A keyword search in PubMed was conducted for the period 2000 to 2013. The 'Public Health Newsletter' published by the Austrian Ministry of Health and the 'Health Reform Law 2013' were used as surrogate indicators for the translation of research into public health policy.A total of 97 publications in peer-reviewed journals showed a wide variation in topics. Comparing the research topics with the articles of the 'Public Health Newsletter', we found identity in the field of communicable diseases. The Health Reform Law 2013 confirms the importance of evidence-based decision-making; yet, it contains no direct mentioning of or relation to research results. Based on our methodology, moderate appreciation of research results at the political level could be found in Austria.

[School of Public Health of Mexico: educational and technological innovation in the new millennium]. / La Escuela de Salud Pública de México: innovación educativa y tecnológica en el nuevo milenio.

This article was conceived to analyze the work of the School of Public Health of Mexico (ESPM for is acronym in Spanish) from the year 2000 to the present day. One of the highlights that we will examine is the reorientation of the educational work of the school in order to meet the challenges in health and education that emerged during the end of the twentieth century. In order to explain the evolution of this process, we will describe the three main guiding principles that characterize the present work of the school: the pedagogical model's change, the incorporation of the information and communication technologies, and the professionalization in teaching. The purpose of this work is to define those guiding principles, and to expose, through the contrast between past and present, the complete history of uninterrupted work of the School of Public Health of Mexico during its ninety-two years of existence, that has gone beyond the boundaries of the country.

Modernización académica de la Escuela de Salud Pública de México: 1983-1995 / Academic modernization of Mexican School of Public Health: 1983-1995

Este artículo discute los esfuerzos por modernizar la Escuela de Salud Pública de México (ESPM). En la primera parte se abordan las condiciones en las que operaba la Escuela a principios de la década de los ochenta. En la segunda parte se describen los cambios introducidos entre 1983 y 1986, hasta antes de la incorporación de la ESPM al Instituto Nacional de Salud Pública (INSP). En la tercera parte se revisa, sobre todo, la renovación conceptual que dio sustento a los nuevos programas docentes que se implantaron a finales de los años ochenta y las iniciativas implantadas entre 1987 y 1995. En la cuarta parte se discute la construcción de la nueva sede del INSP y la mudanza a Cuernavaca. Este ensayo busca comunicar la importancia de las transformaciones por las que atravesó la ESPM y que la convirtieron en una institución verdaderamente académica que utiliza la investigación como motor de la formación de los recursos humanos en salud pública.

In this paper we discuss the recent efforts to modernize the School of Public Health of Mexico (ESPM). In the first part we analyze the conditions in which the ESPM operated at the beginning of the 1980s. In part two we describe the changes introduced in the ESPM between 1983 and 1986, up until its incorporation into the National Institute of Public Health (INSP). In part three we discuss the conceptual renovation which built the platform for the new academic programs introduced by the School between 1987 and 1995. In the fourth part we discuss the construction of the new facilities of INSP and the process of moving to the city of Cuernavaca. The main message of this paper is that the transformations witnessed by the ESPM in the final decades of the past century turned it into a true academic institution which uses research as the motor for training of human resources in public health.

[Academic modernization of Mexican School of Public Health: 1983-1995]. / Modernización académica de la Escuela de Salud Pública de México: 1983-1995.

In this paper we discuss the recent efforts to modernize the School of Public Health of Mexico (ESPM). In the first part we analyze the conditions in which the ESPM operated at the beginning of the 1980s. In part two we describe the changes introduced in the ESPM between 1983 and 1986, up until its incorporation into the National Institute of Public Health (INSP). In part three we discuss the conceptual renovation which built the platform for the new academic programs introduced by the School between 1987 and 1995. In the fourth part we discuss the construction of the new facilities of INSP and the process of moving to the city of Cuernavaca. The main message of this paper is that the transformations witnessed by the ESPM in the final decades of the past century turned it into a true academic institution which uses research as the motor for training of human resources in public health.

Developing a comprehensive curriculum for public health advocacy.

There is a substantial gap in public health school curricula regarding advocacy. Development of such a curriculum faces three challenges: faculty lack advocacy skills and experience; the public health literature on effective advocacy is limited; and yet a successful curriculum must be scalable to meet the needs of approximately 9,000 public health students graduating each year. To meet these challenges, we propose a 100-hour interactive online curriculum in five sections: campaigning and organizing, policy making and lobbying, campaign communications, new media, and fund-raising. We outline the content for individual modules in each of these sections, describe how the curriculum would build on existing interactive learning and social media technologies, and provide readers the opportunity to "test-drive" excerpts of a module on "grasstops" organizing. Developing advocacy skills and expertise is critical to meeting the challenges of public health today, and we provide a blueprint for how such training might be brought to scale in the field.

Designing a master of public health degree within a department of pharmacy practice.

The demand for public health services is being outpaced by a shrinking public health workforce. This creates a unique opportunity for pharmacists to become more engaged in public health activities, particularly in rural underserved areas. To meet the need for additional public health professionals, we designed a master of public health (MPH) program in a rural state under the leadership of a department of pharmacy practice. In addition to a core set of courses, the MPH program has public health specialty tracks (disease state management, emergency management, health promotion practice, infectious disease management, food safety, gerontology, and medical management and administration) that could be completed as a certificate program or used towards an MPH degree. The program allows students to complete the graduate degree with a minimum of prerequisite coursework. The MPH degree provides an opportunity for pharmacists and other health care professionals to gain an understanding of the interprofessional approach to solving public health problems and will enhance their role in public health and within their health care team.

The role of schools of public health: learning from history, looking to the future.

There is a broad consensus on the need for high-quality public health education and research to tackle the world's many public health challenges. Public health education and research are delivered by a variety of institutions operating very different models, which collectively can be called schools of public health. Given the importance of education and research to public health systems, it is surprising how little research has been done to assess the role of schools of public health in contributing to population health. In particular, it is notable there has been very little research on the strengths and weaknesses of the different models of schools of public health that have evolved over the last 100 years. Thus, a historical perspective is crucial. To date most historical work has focused on US schools of public health. Although the evidence is patchy, a global overview of the history of schools of public health identifies three important themes: capacity building, multidisciplinarity and balancing teaching and research. Newer challenges and opportunities include addressing the impact of climate change and developments in e-learning. Schools of public health have the potential to make a central contribution to progress in public health practice in the twenty-first century.