Development of a Master of Public Health programme in Tirana, Albania

In 2001, two Albanian institutions, the Department of Public Health, Faculty of Medicine, University of Tirana and the National Institute of Public Health obtained membership to the Association of Schools of Public Health for the European Region (ASPHER). Since 2000, these two institutions have been members of the Public Health for South Eastern Europe (PH-SEE) network. Furthermore, in the fall of 2001, the Open Society Institute (OSI) and ASPHER launched a project that culminated in the establishment of a School of Public Health (SPH) and the commencement of the first Master of Public Health (MPH) programme in Tirana. The MPH programme began in December 2005 and enrolled 32 students from different backgrounds. A suitable start for the development of the MPH programme was the implementation of key modules developed by the European MPH programme. In addition, specific modules reflecting the needs of Albania were designed according to the preferences and the heterogeneous lecturing faculty involved in public health training. International guest lecturers delivered other modules, with ASPHER and the PH-SEE network offering an excellent solution for complementary modules in different public health disciplines. However, the newly established SPH in Albania should now strive for other postgraduate teaching programmes, undergraduate programmes, and especially service training and continuing education.     

Framework for the strategic and business planning of the Centre – School of Public Health, Belgrade

The science and practice of the New Public Health have a key role in the promotion of people’s health and in the reform of the health system. Serbia experienced many social and economic threats to public health during the 1990s when the health infrastructure both for curative and preventive services gradually deteriorated. Existing skills and knowledge of public health professionals are insufficient in virtually all fields of public health activities. The foundation of the Centre – School of Public Health, within the Medical School of Belgrade University has been a precondition for the improvement of professional training in public health. The objectives are described as (1) education of capable experts in the field of public health, (2) improvement of knowledge in the health sciences, (3) health promotion in cooperation with local communities, (4) training of competent researchers in the field of public health and (5) improvement of the process of decision making and policy formulation. The training programme covers five key areas of education in the domain of public health: (1) public health in Europe, (2) epidemiology and biostatistics, (3) health policy and management, (4) health promotion, health education and social sciences and (5) environment and health. In the first year, 27 students were admitted for the Master of Public Health programme and more than 350 participants attended various short courses for continuing education in public health and health management based on applied learning approach. The next developmental steps focus on sustainability of the programmes for continuing education and research and a wider national and international partnership.     

慕课——公共卫生硕士培养的新模式

摘要:公共卫生硕士教育承担了为国家的卫生事业培养高层次人才的重任,未来的公共卫生硕士需要具备科研和解决实际问题的能力。为了培养有竞争力的公共卫生人才,需运用现代科学技术开创新的教育培养模式。本文基于国外慕课的发展和使用情况,探讨如何在公共卫生硕士培养中应用慕课解决现阶段其存在的问题,结合成人教育学说明慕课的重要性。     

MPH Program Adaptability in a Competitive Marketplace: The Case for Continued Assessment

In the last several years, the number of Master of Public Health (MPH) programs has increased rapidly in the US. As such, MPH programs, particularly smaller-sized ones, need to critically examine how their programs are meeting the needs and preferences of local public health practitioners. To assist in this necessity, the University of New Hampshire conducted a comprehensive educational assessment of its effectiveness as a smaller-sized, accredited MPH program. The aim of the assessment was to review the MPH program from the perspective of all stakeholders and then to agree on changes that would contribute to the fulfillment of the program’s mission, as well as improve program quality and reach. The program’s stakeholders examined the following components: policy development and implementation; target audience; marketing strategies; marketplace position; delivery model; curriculum design; and continuing education. Though assessment activities explored a wide array of program attributes, target audience, curriculum design, and delivery strategy presented significant challenges and opportunities for our smaller MPH Program to remain competitive. The effort put forth into conducting an in-depth assessment of the core components of our program also allowed for a comparison to the increasing number of MPH programs developing regionally. Since public health practice is changing and the education of public health practitioners must be adaptable, we propose that a routine assessment of an institution’s MPH program could not only meet this need but also assist with keeping smaller, unbranded MPH programs competitive in a burgeoning marketplace.     

Teaching Public Health Practitioners about Health Communication: The MPH Curriculum Experience

The dissemination of health information to the public often occurs through the mass media. Media strategies as a component of behavior change assume knowledge of communication theories and methods by public health practitioners. We surveyed the curricula of 52 accredited graduate programs leading to the Master's in Public Health (MPH) degree to assess their communication component. Graduate bulletins for admission year 1996 were examined for public health mission statement, goals and objectives of the MPH training program, and for course titles. Courses were identified as having a communication focus if the terms communication, information, marketing or media were used in the title. There were a total of 82 communication courses offered, with 65 courses in 26 Schools of Public Health (SPH), 13 courses in 18 Community Health and Preventive Medicine departments (CHPM), and 4 courses in 8 Community Health Education departments (CHE). The difference in mean number of health communication courses was significant by type of MPH program (p < 0.003) with SPH offering an average of 3 courses, CHPM departments offering an average of 1 course, and CHE offering an average of 0.5 course. The distribution of communication courses ranged from 10 courses to 0 courses per program. Seven SPH offered 3 or more communication courses, whereas 5 SPH offered no health communication courses in the MPH curriculum. These data point to a shortcoming in the training of MPH students in health communication theory and skills as ascertained by course titles in graduate bulletins.     

The Establishment of the School of Public Health at the State University of New York,Downstate Medical Center: The First Nationally Accredited School of Public Health in a Public University in New York City

The State University of New York (SUNY), Downstate Medical Center initiated a Master of Public Health (MPH) degree program in July 2001 following planning efforts that began in 1995. Twelve students entered the program in June 2002, and currently some 110 MPH students and 12 Doctor of Public Health (DrPH) students are enrolled. This article describes the long and complex process of transforming the original MPH degree program, with its single focus on urban and immigrant health, with a student enrollment of 12 and 8 full-time faculty, into a school of public health with a large student enrollment of 122 students, 25 full-time faculty, five MPH degree tracks, and four DrPH degree tracks. The process of establishing the SUNY Downstate School of Public Health in 2009 from its inception as an MPH program in 2001 spanned a period of 8 years. This process was guided by a commitment to two basic principles. The first was to maintain the original 2005 program accreditation by the Council on Education for Public Health (CEPH). The second was to sequentially secure accreditation for all subsequent four MPH and four DrPH degree tracks through CEPH’s procedure of substantive change approval. This policy assured continuous national CEPH accreditation of the original Urban and Immigrant Health MPH degree track and all added degree programs. The 5-year period following the initial CEPH accreditation of the MPH program in 2005 was one of intense development during which all of the essential elements for CEPH accreditation of a school of public health were put into place. This rapid development was made possible by the vision and full support of Downstate’s president, John C. LaRosa, MD, FACP, and the dedicated efforts of many. This included the students, faculty, staff, and administrators of the School of Public Health, the school’s Community Advisory Group, several external advisors, and many in the medical center’s Central Administration, College of Medicine, School of Graduate Studies, College of Nursing, College of Health Related Professions, and the University Hospital of Brooklyn. From the very beginning of the planning phase for an MPH program and through the ultimate accreditation of the School of Public Health in 2010, broad participation was solicited from all major units in the medical center. Thus, the MPH program became a center-wide initiative and not merely that of the College of Medicine’s Department of Preventive Medicine and Community Health. This broad participation has been continuously maintained through the involvement of leaders of other medical center academic units and the University Hospital of Brooklyn in the program’s and then the school’s standing and ad hoc committees, and in other activities as well. Similarly, community representation has been maintained, some through formal linkages relevant to the practical field experiences required of all students. In October 2010, the Board of Councilors of CEPH accredited the SUNY Downstate School of Public Health for a 5-year period through 31 December 2015. The accreditation of the school was a major milestone for Downstate, Brooklyn, and New York City. The SUNY Downstate School of Public Health is the first CEPH accredited school of public health in the history of Brooklyn, and only the second such school in New York City. It is also the first CEPH accredited school of public health at a publicly supported university in New York City. The school has already had a major impact on improving the health and well-being of the people of Brooklyn through its numerous collaborative community-based health promotion and disease prevention programs.     

‘Not too much, not too little, but just enough?’: observations on continuing professional development in Public Health in the North of England

Three inquiries about Public Health continuing professional development were undertaken in the Northern and Yorkshire Region of the National Health Service during 1995–96. Public Health Physicians were asked about their experience of continuing education and for their views on a regional policy for continuing professional development. Health Authority Chief Executives were asked about their reactions to Public Health Physicians continuing educational needs.The overall response rates for the Public Health Physicians were very disappointing. Most of the Chief Executives (a much smaller group) responded to the inquiry. A large minority of Public Health Physicians believed that their continuing education in the preceding two years had been adequate. Most wished their future continuing education activities to be multi-disciplinary. One finding with considerable significance for those managing Public Health education, both specialist and continuing, was that many of those with teaching responsibilities had not been trained to teach. Despite apparent concordance between the views of Chief Executives and those of Public Health Physicians; on some important points there were inconsistencies in the comments of Chief Executives, which suggested lack of understanding of both the roles of their professional colleagues and the need for their continuing education. The inquiries gave rise to a sense of apathy and under-confidence, manifested in some reluctance to accept policing of continuing education. There is a need to experiment with learning and teaching approaches in order to progress from the current traditional educational methods.Although there are signs of promise for the future, much more is still needed.     

Shortchanged? An assessment of chronic disease programming in major US city health departments

A self-administered survey was distributed to members of The Big Cities Health Coalition, a group of Health Officers/Commissioners from 17 of the largest US metropolitan health departments. The survey asked participants about their chronic disease priorities, data sources, budgets, and funding sources as well as examples of successful chronic disease interventions. Members of the Coalition discussed the survey results in a scheduled conference call. Chronic diseases account for 70% of all deaths nationwide on average, yet the health departments surveyed allocated an average of 1.85% of their budgets to chronic disease. Average chronic disease spending per inhabitant was $2.33, with a median of $1.56. Among the group’s top chronic disease priorities were asthma, diabetes, tobacco, cancer, and cardiovascular disease (CVD). Nearly half of the group’s chronic disease spending was on tobacco. Chronic disease funding sources varied across localities, but direct federal funding was minimal. In 14 cities serving a combined 37 million people (13% of the US population), direct federal chronic disease funding totaled $8.7 million, an average of $0.24 per capita. The group described successful chronic disease interventions, particularly related to tobacco and asthma. The Big Cities Health Coalition members: John M. Auerbach, MBA (Boston Public Health Commission); Peter Beilenson, MD, MPH (Baltimore City Health Department); Matthew Carroll, AB, JD (Cleveland Department of Public Health); Mary DesVignes-Kendrick, MD, MPH (Houston Department of Health and Human Services); John F. Domzalski, JD, MPH (Philadelphia Department of Public Health); Franklin Judson, MD (Denver Public Health Department); Mitchell H. Katz, MD (San Francisco Department of Public Health); Alonzo Plough, PhD, MA, MPH (Seattle/King County Public Health); Eleni Sfakianaki, MD, MSPH (Miami-Dade County Health Department); Adewale Troutman, MD, MPH (Fulton County Department of Health and Wellness); Jonathan B. Weisbuch, MD, MPH (Maricopa County Department of Public Health); Judith West, MPH (Detroit Department of Health); John L., Wilhelm, MD, MPH (Chicago Department of Public Health); Steve Wilson, MD, MPH (Dallas County Department of Health and Human Services).     

"We're living what we're learning": student perspectives in distance learning degree and certificate programs in public health.

The authors used surveys and interviews to study participants' motivations for enrolling and perceptions of the weaknesses and strengths of two distance learning programs administered by the University of North Carolina at Chapel Hill School of Public Health (SPH): the MPH in Public Health Leadership and a certificate program organized collaboratively with the Mahidol University SPH in Thailand. Chief motivations were career advancement, job performance improvement, convenience, and obtaining a degree from a reputable institution. Strengths included the curriculum, networking opportunities, and administrative and technical support. Concerns included quality of interaction with faculty and instructional methods.     

New competencies for public health graduates: a useful tool for course design

Objective: The objective of this paper is to provide a brief overview and context for the new Australian Network of Public Health Institutions (ANAPHI) Foundation Competencies for Master of Public Health Graduates in Australia, and to outline the current status of the quality agenda for public health training and competency standards for Master of Public Health (MPH) education in Australia. Approach: We summarise the complex history and process of developing competency standards for Master of Public Health courses in Australia, including the logic for a competency‐based set of training guidelines. An abridged example of a competency and its underpinning knowledge is provided. Conclusions and implications: This set of competency standards will be useful for MPH course designers, and critical to maintaining the standard of MPH courses in the current (and changing) health policy context, both in Australia and internationally.     

The Development of a Master of Public Health Program with an Initial Focus on Urban and Immigrant Health at the State University of New York,Downstate Medical Center

The State University Downstate Medical Center initiated a Master of Public Health (MPH) degree program in July 2001 following planning efforts that began in 1995. Twelve Students entered the program in June 2002. Currently, eighty students are enrolled in the program and eighteen have graduated from it in 2004 and 2005. With an initial focus on urban and immigrant health, the program aims to train public health professionals who can assist in addressing through population-based interventions the health issues of Brooklyn’s 2,465,326 people, of whom 38.5% are immigrants to the United States. Starting with four courses in the summer 2002 semester, the program now offers twenty-four courses over the three semesters of the academic year. The program is housed in the Department of Preventive Medicine and Community Health of the College of Medicine and is part-time in nature for most students. In addition to completing required course work, students must also complete a 250-hour practicum experience in which they apply theoretical knowledge in a public health practice setting. Student practicum experiences play a vital role in linking the program to communities and serve as conduits for the initiation of further community based collaboratives. This article describes the challenges encountered in initiating an MPH program in an academic medical center, the importance of both intramural and community support to its success, and the vital role it plays in addressing the health issues of various communities. The program became a leading priority of the Strategic Plan of the Downstate Medical Center in 2000, and received the full support of Downstate’s then new president, Dr. John C. LaRosa. This prioritization and support proved essential to the rapid development of the program. The Downstate MPH program offers a concurrent degree to medical students who are able to complete both degrees in a four year period. The Alumni Fund of the College of Medicine provides each MD/MPH student with a one-time scholarship which covers a quarter of the MPH tuition. Concurrent MPH degrees are also offered for graduate students enrolled in occupational therapy, nursing, and several other health programs. The Council on Education for Public Health (CEPH) conducted an accreditation site visit of the Downstate MPH program in December 2004. On June 10, 2005, the CEPH Board accredited the program for 5 years. Pascal James Imperato, MD, MPH & TM is Distinguished Service Professor and Chair, Department of Preventive Medicine and Community Health and Director of the Master of Public Health Program, SUNY Downstate Medical Center; Judith H. LaRosa, PhD, RN is Professor of Preventive Medicine and Community Health and Deputy Director of the Master of Public Health Program, SUNY Downstate Medical Center; Leslie Schechter, MA is the Administrator for the Department of Preventive Medicine and Community Health and the Master of Public Health Program, SUNY Downstate Medical Center.     

The role and approaches of the European schools of public health in improving public health managerial skills of the human resources from developing countries: Challenges into the years 2000

This paper, based on a 1996 Association of Schools of Public Health in the European Region (ASPHER) Conference working group, reviews and promotes the importance of the role and approaches of the European Schools of Public Health (SPH), particularly non-tropical Schools, in improving public health managerial skills of the human resources from developing countries. Following up on the main findings of a “Symposium on Training and Continuing Education” (1995 European Conference on Tropical Medicine), the paper points to innovative approaches to overcome the limitations of training. It recommends an interdisciplinary approach to training development adapted to each country specific needs. More attention needs to be paid by European Schools of Public Health to be the catalysts with the appropriate curricula development and selection of tools, backing up the local Developing Countries training Institutes. The latter need to be in turn the driving engines and play a central role for such efforts.     

美国的经验:对中国设立公共卫生博士学位的启示

摘要:本文介绍了美国公共卫生博士学位起源与发展;以肯塔基大学为例介绍了公共卫生博士的培养目标,入学要求,课程体系,培养特点;以期为我国正在探索公共卫生博士学位教育提供借鉴和参考。     

Teaching statistics in schools of public health

Biostatistics plays an important role in the education and training of public health students. The aim of this paper is to discuss issues associated with the teaching of biostatistics for master in public health (MPH) students. It characterizes the student body, describes the aims of teaching statistics, and considers how and what should be taught. This paper reflects my experience in both coordinating and teaching biostatistics in the Braun School of Public Health, which is part of the Hebrew University-Hadassah Medical Center. The school runs two MPH programs: an Israeli program and an international one.     

Proposals for collaboration in European public health training

The drastic changes in European politics, economy, environmentand technology during the last decade have profoundly influencedthe role and scope of public health practice and training. Aresponse to training in public health was given by the Associationof Schools of Public Health in the European Region (ASPHER)and WHO by creating a joint task force in order to propose aEuropean Master's Degree in Public Health, based on the ‘healthfor all’ principles. Attempts to develop curricula andlearning materials were not very successful and, instead, apeer review system as a means of establishing a European standardin public health training, together with mutual recognitionand a common standard in professional qualifications has beensuggested. Principles, criteria and practical steps for thisPublic Health Education European Review(PEER) are outlined.     

The Faculty of Public Health in Sofia: activities and experiences in setting New Public Health as a national priority

The article outlines the development and recent national and international activities of the Faculty of Public Health, Medical University - Sofia (FPH, MU - Sofia). It has a leading position in public health education and research in Bulgaria and plays a key role in the introduction of the New Public Health approach to Bulgarian health system and policy. A general aim of the FPH is to build up a well-trained capacity of public health specialists and thus strengthen human recourses in the public health sphere in the country. A major objective of the FPH is to create a new generation of healthcare managers ready for the challenges of the dynamic European market of health services. During its 5-year history, the FPH has been an extremely active player on the regional and international public health stage as well as on a national level. The main priority of the FPH for the future is to guarantee public health education in harmony within the south eastern Europe (SEE) region as well as with European standards. It also strives to provide methodological support to health politicians and decision makers in Bulgaria in order to establish a socially orientated, equitable, effective and high-quality healthcare system.     

卫生检验与检疫本科专业理化检验教学方法改革刍议

摘要:目的　探讨卫生检验与检疫专业理化检验教学现状及存在的问题,为我国卫生检验与检疫教学改革提供思路与对策。方法　通过自身实践、国外访学、查阅文献等方式对目前卫生检验与检疫专业理化检验教学模式及改革趋势进行分析,并提出对策建议。结果　我国目前卫生检验与检疫专业理化检验教学多采用传统的模式,部分院校开始尝试改革。结论　目前我国卫生检验与检疫专业理化检验教学方法有必要进行改革,可以从教学内容、教学方式、考核方式等方面展开。     

The impact of evidence-based education on a perinatal capacity-building initiative in Macedonia

CONTEXT: The perinatal mortality rate (PMR) in Macedonia is among the highest in Europe. The World Bank supported a consultant (HEJ) to collaborate with a Macedonian team to develop a national perinatal strategy with the goal of reducing the PMR. Education was given priority in the form of a hospital-based initiative to develop the capacity of health professionals to introduce evidence-based perinatal practice into 16 participating hospitals. A "train the teachers" approach was used, with trainees introduced to modern education and clinical practice in Sydney and subsequently supported to train their colleagues in Skopje. OBJECTIVES: To describe the development, implementation and evaluation of the educational intervention. METHODS: A curriculum, based on specific Macedonian needs, was developed in order to integrate teaching in the knowledge, skills and attitudinal domains of learning, using small group, interactive techniques. Twenty-five Macedonian doctors and nurses participated in 4-month (phase 1a) and 6-month (phase 1b) teaching programmes at a tertiary perinatal unit in Sydney. Australian staff conducted 4 2-week modules for 36 trainees in Macedonia (phase 2). The phase 1 trainees conducted 8 modules for 57 colleagues in Skopje (phase 3). The intervention was evaluated by trainee questionnaires, assessments of competence, changes in hospital practice and pre- (1997-99) and post-intervention (2000-01) comparisons of PMR. RESULTS: A total of 115 doctors and nurses graduated from the programme. Positive responses to the education programme exceeded 80%. Evidence-based practice in 16 participating hospitals (covering 91% of all Macedonian births) was verified in 6 key areas of neonatology. The PMR fell significantly from 27.4 to 21.5 per 1000 births (RR 0.79, 95% CI 0.73, 0.85). The early neonatal death rate in babies weighing over 1000 g fell by 36%. CONCLUSIONS: The intervention has increased the capacity of Macedonians to practise best-evidence perinatal medicine and improve outcomes. Sustainability is predicted by the "train the teachers" approach, with concurrent strengthening of the infrastructure and organisational framework.