Framing the Future: The Second 100 Years of Education for Public Health. Donna Petersen, ScD, MHS ASTHO Workgroup Briefing January 22, 2014

Transcription

1 Framing the Future: The Second 100 Years of Education for Public Health Donna Petersen, ScD, MHS ASTHO Workgroup Briefing January 22, 2014

2 Framing the Future Task Force Includes 48 representatives from academic, government, private, non-profit, and health professional associations Expert panels on Undergraduate Education Community Colleges The MPH [The DrPH] [Health in all Professions Training Programs] and an Employers Advisory Council

3 Why Was The Task Force Created? Welch-Rose Report of 1915 outlined the purpose and content of schools of public health and spawned the first formal schools of public health in the US

4 Task Force Charge To reconsider the role of public health education 100 years after the Welch-Rose Report and to set a new vision for public health education in the future

5 Aim Recommendations for 21st century models of public health education, including: - Undergraduate public health - Graduate-level public health - Articulation among the degrees in public health - Global and interprofessional issues - Workforce preparation and practice - Competencies and credentialing

6 Approach Task Force meetings Expert panels convened to address specific tasks Presentations at professional meetings Town hall meetings with interested constituents Web-site updated in the spirit of transparency Blog with provocative questions

7 1 st Provocative Question on the Blog What do you believe should be the essential elements of a newly designed public health education system in the 21st century United States?

8 1915 few programs existed history After Welch-Rose schools formed at Johns Hopkins, Tulane and Harvard Students were primarily physicians being trained to be health officers though Welch-Rose also advocated a research component to public health education and recommended both the MPH and the DrPH

9 Types of Degrees in Public Health 1915 MPH DrPH 2012 BA/BS MPH PhD in Public Health PhD in Disciplines MPH/MD MPH/JD MSPH ScD MPH/MBA MS DrPH MPH/MSW MHA/MHSA MHS Other Master s MPH/MSN MPH/DPT Other Doctorate Other Joint/Dual Master s

10 Types of Students in Public Health 1915 MDs Other professionals 2012 High school grads seeking undergrad degrees Recent undergrads from all fields of study Graduate students in related fields Public health professionals Returning Peace Corps volunteers MD s and other credentialed health care providers

11 Career Trajectories for Public Health Graduates 1915 Health Officers Other health organizations 2012 Governmental public health Hospitals and health care delivery settings Insurance companies and health plans Pharmaceutical companies Private and public research institutions Voluntary organizations, NGO s Other public sector agencies (schools, corrections, social service, planning agencies) Non-profits, foundations, think tanks Professional associations

12 ASPH Competency Development Projects

13 First Task of the Task Force Defining parameters for baccalaureate programs in public health Developed in response to demand from the field Most undergraduate programs in public health are NOT in colleges or universities with public health schools or programs Designed to speak to the what not the how nor the why Intended for programs in the liberal arts as well as those designed as pre-professional

14 Critical Component Elements for Undergraduate Public Health Degrees Background Domains Science (basic and social), math/quantitative reasoning, humanities and fine arts; communication skills, information literacy Public Health Domains Overview of public health, health care systems, human health, determinants of health; importance of data, project implementation, population health challenges; health communication; policy, law, ethics, economics

15 Critical Component Elements for Undergraduate Public Health Degrees Culminating Experience and Field Exposure Cross-Cutting Areas Professionalism, critical thinking, systems thinking, advocacy, teamwork and leadership, networking, ethical decision making, community dynamics, cultural contexts, community dynamics, organizational dynamics

16 Second Task: Role of Two-Year Colleges Expert panel considering the roles and responsibilities of two-year colleges in education in public health Several now offering AS in Public Health Others offering AA transfer degrees USF just signed a second 2+2 agreement Beyond degrees, are there workforce development opportunities in these sites?

17 Third Task: 21 st Century MPH Expert panel considering all aspects of the MPH Key Considerations Design Features Critical Content of the Core Practicum/Internship Culminating experience Core content versus specialization

18 MPH Key Considerations, e.g. The MPH degree should be clearly distinguished from the BSPH and the DrPH, as the BSPH becomes the entry-level degree in the field and the DrPH emerges as a high-level degree focused on public health leadership and management. The MPH should be designed as an advanced degree focused on specialist education that is directly responsive to the needs of students and their prospective employers.

19 MPH Design Features, e.g. Accredited schools and programs should have flexibility in designing many aspects of their MPH degree, including prerequisites and experience requirements, core design, and concentrations. An in-depth concentration should be a distinguishing element of a 21 st century MPH degree. The common element of all MPH degrees should be a well-designed core that covers critical and interdisciplinary content in foundational areas of public health. The practicum and the culminating experience in the MPH degree should be considered primarily as elements of the concentration rather than as elements of the core.

20 Fourth Task: 21 st Century DrPH Building on the work of the Expert Panels on undergraduation education in public health and the MPH, the DrPH panel will review the current competency model and structure and design elements in order to facilitate greater articulation along a professional-degree continuum Of particular interest is the extent to which DrPH graduates should be prepared, not only in advanced practice and leadership, but in teaching at the undergraduate level AND in translational research/implementation science

21 Interprofessional Education Growing interest in team-based approaches to health, patient safety and quality Initial competencies developed Team-based patient care Community and population health context IOM Report of 2002 called for all medical students to be exposed to public health Can public health be taught anywhere? What about other professions relevant to public health?

22 Fifth Task: Public Health in all Professions This expert panel will be considering both the appropriate content and the possible delivery modes for education in public health within other relevant discipline or professional education programs Health professions (clinical professions training programs) Professions with a social focus (law, social work, international relations, etc) Professions around the physical environment (architecture, urban planning, engineering, etc)

23 Health Professions Moving to the Doctorate Nursing DNP Pharmacy PharmD Physical Therapy DPT Public Health??

24 Education Innovations Competency-based degrees Progress measured not by time in class but by competencies achieved Decouples learning and assessment Credit given for prior experience Flex Options Rethinking the credit hour and the semester calendar Web-based learning, Flipped Classes, MOOC s

25 The Public Health Workforce Difficult to enumerate Nearly impossible to define Chronic uniqueness of state public health systems How should the composition and size of the public health workforce be measured? Is the workforce everyone who contributes to public health or just those in public health agencies?

26 The Public Health Workforce A public health professional is a person educated in public health or a related discipline who is employed to improve health through a population focus IOM, Who Will Keep the Public Healthy? 2003

27 Public Health Trends Continued interest in population health Continued shrinking of the traditional public health workforce Broad career trajectories beyond governmental public health Explosive growth in bachelor s degrees Increasing interest in IPE Implications of new technologies Changing demographics of the population

28 Job of the Framing Task Force

29 Typical Town Hall Meeting Questions We re starting fresh and we want to meet the needs of the field for the future What would you tell us about that future? Who should we be preparing? For what job(s)? In what organization(s)? What skills do they need? At what level (AA, BS, MPH, DrPH?) How important is IPE? Can public health be taught anywhere? Is life-long learning important? What are we missing?

30 For More Information Can vary by group