The Experts below are selected from a list of 217941 Experts worldwide ranked by ideXlab platform

Paul K. Whelton - One of the best experts on this subject based on the ideXlab platform.

  • Formal Public Health Education and Career Outcomes of Medical School Graduates
    PloS one, 2012
    Co-Authors: Marie Krousel-wood, Meredith Booth, Chung-shiuan Chen, Janet C. Rice, Marc J. Kahn, Rika Maeshiro, Paul K. Whelton
    Abstract:

    Background Few data are available evaluating the associations of formal Public Health Education with long-term career choice and professional outcomes among medical school graduates. The objective of this study was to determine if formal Public Health Education via completion of a masters of Public Health (MPH) degree among US medical school graduates was associated with early and long-term career choice, professional satisfaction, or research productivity.

  • formal Public Health Education and career outcomes of medical school graduates
    PLOS ONE, 2012
    Co-Authors: Marie Krouselwood, Meredith Booth, Chung-shiuan Chen, Janet C. Rice, Marc J. Kahn, Rika Maeshiro, Jiang He, Paul K. Whelton
    Abstract:

    BACKGROUND: Few data are available evaluating the associations of formal Public Health Education with long-term career choice and professional outcomes among medical school graduates. The objective of this study was to determine if formal Public Health Education via completion of a masters of Public Health (MPH) degree among US medical school graduates was associated with early and long-term career choice, professional satisfaction, or research productivity. METHODS: We conducted a retrospective cohort study in 1108 physicians (17.1% completed a MPH degree) who had 10-20 years of follow-up post medical school graduation. Multivariable logistic regression analyses were conducted. RESULTS: Compared to their counterparts with no MPH, medical school graduates with a MPH were more likely to have completed a generalist primary care residency only [relative risk (RR) 1.79, 95% confidence interval (CI) 1.35-2.29], obtain employment in an academic institution (RR 1.81; 95% CI 1.33-2.37) or government agency (RR 3.26; 95% CI 1.89-5.38), and practice Public Health (RR 39.84; 95% CI 12.13-107.38) or primary care (RR 1.59; 95% CI 1.18-2.05). Furthermore, medical school graduates with a MPH were more likely to conduct Public Health research (RR 8.79; 95% CI: 5.20-13.82), receive NIH or other federal funding (RR 3.11, 95% CI 1.74-5.33), have four or more peer-reviewed Publications (RR 2.07; 95% CI 1.56-2.60), and have five or more scientific presentations (RR 2.31, 95% CI 1.70-2.98). CONCLUSION: Formal Public Health Education via a MPH was associated with career choice and professional outcomes among physicians.

Helen Hogan - One of the best experts on this subject based on the ideXlab platform.

  • The evolution of Public Health Education and training in the United Kingdom.
    Public Health Reviews, 2011
    Co-Authors: Katie Cole, Fiona Sim, Helen Hogan
    Abstract:

    The United Kingdom has a long and evolving history of Public Health Education. From the initiation of formal standardised training for Medical Officers for Health in the early 1900s, to the current national Public Health training programme, Public Health Education has adapted to the changing contexts of Public Health practice. Whilst the profession was originally only a medical specialty, subsequent recognition of the skills and contribution of the wider Public Health workforce has led to changes in professional specialist training for Public Health, which is now open to non-medical applicants. This well-established professional training scheme allows the formal accreditation of competence in a broad range of Public Health skills. The academic component of Public Health training is provided by a rapidly growing number of postgraduate courses. Once confined to the UK’s first school of Public Health, the London School of Hygiene and Tropical Medicine and a handful of British Universities, the current 60 or so courses across the country are found in diverse university settings. Quality and standards in higher Education are monitored by the Quality Assurance Agency for Higher Education but there are no other professional accreditation schemes for postgraduate courses in Public Health nationally. Public Health Education and training continues to face challenges in the UK, notably the current government plans for major restructuring of the National Health Service (NHS) which threatens the loss of traditional NHS training placements and has created uncertainty around how professional training might be structured in the future. Whilst the long established tradition of Public Health Education and more recent adoption of competency-based approaches to training gives some flexibility to meet these challenges, insight and innovative responses are required to ensure that Public Health Education and training are not destabilised by these challenges. Revisions of the curricula of postgraduate courses and the competencies required for professional accreditation along with provision of experience in the new locations where Public Health is to be practiced in the future will be key to ensuring that Public Health professionals are ready to tackle the key issues that confront them.

Richard K. Riegelman - One of the best experts on this subject based on the ideXlab platform.

  • Undergraduate Public Health Education: past, present, and future.
    American journal of preventive medicine, 2008
    Co-Authors: Richard K. Riegelman
    Abstract:

    The IOM's 2003 report Who Will Keep the Public Healthy? recommended that "...all undergraduates should have access to Education in Public Health." They justified their recommendations stating that "Public Health is an essential part of the training of citizens." The IOM recommendations have catalyzed a movement linking undergraduate Public Health Education with arts and sciences' Liberal Education and America's Promise (LEAP), an initiative designed to produce an educated citizenry. Schools and programs in Public Health rapidly adopted the IOM recommendations and efforts to reach the other 1900 4-year colleges and universities are now underway. A November 2006 Consensus Conference on Undergraduate Public Health Education brought together Public Health, arts and science, and clinical Health professions educators. The recommendations of the Consensus Conference supported the development of core undergraduate Public Health curricula designed to fulfill general Education requirement in institutions with and without graduate Public Health Education. Minors built upon required core curricula, utilizing faculty and institution strengths, and providing opportunities for experiential learning such as service-learning were encouraged. A curriculum guide, faculty development program, and multiple presentations, websites, and Publications have sought to implement these recommendations. The IOM has recently approved a multi-year Roundtable on Undergraduate Public Health Education to help develop the strategies and collaboration needed to bring these efforts to fruition. Enduring understandings for three core courses-Public Health 101, Epidemiology 101, and Global Health 101-are included to help guide the development of undergraduate Public Health Education.

  • Evidence-based Public Health Education as preparation for medical school.
    Academic medicine : journal of the Association of American Medical Colleges, 2008
    Co-Authors: Richard K. Riegelman, David R. Garr
    Abstract:

    AbstractThe Institute of Medicine has recommended that all undergraduates have access to Public Health Education. An evidence-based Public Health framework including curricula such as “Public Health 101” and “Epidemiology 101” was recommended for all colleges and universities by arts and sciences, p

Katie Cole - One of the best experts on this subject based on the ideXlab platform.

  • The evolution of Public Health Education and training in the United Kingdom.
    Public Health Reviews, 2011
    Co-Authors: Katie Cole, Fiona Sim, Helen Hogan
    Abstract:

    The United Kingdom has a long and evolving history of Public Health Education. From the initiation of formal standardised training for Medical Officers for Health in the early 1900s, to the current national Public Health training programme, Public Health Education has adapted to the changing contexts of Public Health practice. Whilst the profession was originally only a medical specialty, subsequent recognition of the skills and contribution of the wider Public Health workforce has led to changes in professional specialist training for Public Health, which is now open to non-medical applicants. This well-established professional training scheme allows the formal accreditation of competence in a broad range of Public Health skills. The academic component of Public Health training is provided by a rapidly growing number of postgraduate courses. Once confined to the UK’s first school of Public Health, the London School of Hygiene and Tropical Medicine and a handful of British Universities, the current 60 or so courses across the country are found in diverse university settings. Quality and standards in higher Education are monitored by the Quality Assurance Agency for Higher Education but there are no other professional accreditation schemes for postgraduate courses in Public Health nationally. Public Health Education and training continues to face challenges in the UK, notably the current government plans for major restructuring of the National Health Service (NHS) which threatens the loss of traditional NHS training placements and has created uncertainty around how professional training might be structured in the future. Whilst the long established tradition of Public Health Education and more recent adoption of competency-based approaches to training gives some flexibility to meet these challenges, insight and innovative responses are required to ensure that Public Health Education and training are not destabilised by these challenges. Revisions of the curricula of postgraduate courses and the competencies required for professional accreditation along with provision of experience in the new locations where Public Health is to be practiced in the future will be key to ensuring that Public Health professionals are ready to tackle the key issues that confront them.

Kristine M Gebbie - One of the best experts on this subject based on the ideXlab platform.

  • continuing Education needs of the currently employed Public Health Education workforce
    American Journal of Public Health, 2001
    Co-Authors: John P Allegrante, Robert W Moon, Elaine M Auld, Kristine M Gebbie
    Abstract:

    Objectives. This study examined the continuing-Education needs of the currently employed Public Health Education workforce.Methods. A national consensus panel of leading Health educators from Public Health agencies, academic institutions, and professional organizations was convened to examine the forces creating the context for the work of Public Health educators and the competencies they need to practice effectively.Results. Advocacy; business management and finance; communication; community Health planning and development, coalition building, and leadership; computing and technology; cultural competency; evaluation; and strategic planning were identified as areas of critical competence.Conclusions. Continuing Education must strengthen a broad range of critical competencies and skills if we are to ensure the further development and effectiveness of the Public Health Education workforce.