Setting Standards in Public Health Training. The Australian Experience Asia-Pacific Academic consortium for PH Accreditation in PH Education

Transcription

1 Setting Standards in Public Health Training The Australian Experience Asia-Pacific Academic consortium for PH Accreditation in PH Education

2 Drivers Kerr White 1986 Review of research and educational requirements for public and tropical health in Australia. Canberra Workforce Survey 1990s PHERP - Public Health Education and Research Program

3 PHERP National Public Health Education and Research Program (4 Phases) $55 million annually over 5 year cycles 5 State-based consortia, 4 national special focus centres and 41 innovation projects Funding allocated on MPH enrolments and completions (historic)

4 PHERP 5 year Reviews Graduate attributes Focus on teaching, and MPH in particular Case Studies of Success National Workshops (Uni, Gov, Industry) Working Parties Discipline content and learning outcomes Graduate competencies

5 ANAPHI Australian Network of Academic Public Health Institutions PHERP funded Institutions (MPH) & Aus Government Representatives to provide support for and strengthen education and research training in public health in order to meet the needs of the public health workforce, employers and students Annual T&L conference

6 Drivers for National Standards Discussion Proliferation of MPH Programs Varying Quality Pressure to length of programs Pressure to content of programs Variable teaching capacity Specialisation v Generalisation Postgrad v Undergrad

7 Setting National Standards Hard Options National Curriculum (? one size fits all,? specialisations) National Assessment/Exams (? cost, training for exam) Accreditation (course) Registration (individual) Benchmarking (course) Soft Options Shared curriculum Shared assessment (tasks and marking criteria) Consortia, capacity building potential, regional reach Benchmarking (discipline level etc) Agreed competencies (ANAPHI CAPHIA)

8 Setting Standards Changing Environment Increased demand for PH training Expectations of PH graduates (leadership) Faculty of PH Medicine entry requirements for fellowship Moves internationally accreditation (Nth America, Europe) Preventative Health Agenda 20 Years of National Debates Graduate Attributes Minimum Standards Accreditation (course) Registration (individual) Depth v Breadth Professional entry pathways CSP

9 Widening Focus Beyond the MPH Specialist degrees (Health Promotion, Epidemiology, Biostatistics, Health Economics etc) Undergraduate (? Graduate pathways, Articulation with PG) Professional Doctorate Pathways to Higher Degrees by Research Research And Research Training

10 Taking Preventative Action Health Agenda 2010 Commitment to: the world s toughest regime on cutting smoking rates; establishing a national agency to guide investments in prevention; tackling binge drinking through a $103.5 million strategy; reducing the impact of diabetes through a $449.2 million reform; providing approximately $300 million for social marketing campaigns tackling tobacco, alcohol, obesity and illicit drugs; helping Australians to participate more in sport and active recreation through boost to sports funding; and delivering the most ambitious study of Australia s health ever conducted.

11 Taking Preventative Action Health Agenda Workforce Development & Planning Definition of Public Health professional? Career Pathways Continuing Professional Development Contribution to Health Professional Curriculum (med etc) Academic Workforce Development & Planning Definition of Public Health professional? Career Pathways Continuing Professional Development

12 Challenges & Opportunities Common goals for health workforce & research development versus competition Who owns the process MPH place sponsorship/scholarship?

13 TEQSA & the AQF Australian Qualifications Framework (1995 -> ): the national policy for regulated qualifications in Australian education and training. Prescriptive regarding course structure, including length

14 and. The learning outcomes for each AQF level and qualification type The specifications for the application of the AQF in the accreditation and development of qualifications The policy requirements for issuing AQF qualifications The policy requirements for qualification linkages and student pathways

15 and The policy requirements for the registers of: - organisations authorised to accredit AQF qualifications - organisations authorised to issue AQF qualifications - AQF qualifications and qualification pathways The accreditation of AQF qualifications, the authorisation of organisations to issue them and the ongoing quality assurance of qualifications and issuing organisations is legislated within Australian jurisdictions.

16 Benefits of Accreditation attests to the quality of an educational program that prepares for entry into a recognized profession. promotes the health, safety and welfare of society by assuring competent public health professionals. provides assurance that the school or program has been evaluated and has met accepted standards established by and with the profession. provides assurance that the curriculum covers essential skills and knowledge needed for today s jobs. For graduates, it promotes professional mobility and enhances employment opportunities in positions that base eligibility upon graduation from an accredited school or program.

17 For public health workers, it involves practitioners in the establishment of standards and assures that educational requirements reflect the current training needs of the profession. For the profession, it advances the field by promoting standards of practice and advocating rigorous preparation. For the federal government and other public funding agencies, it serves as a basis for determining eligibility for federally funded programs and student financial aid. For foundations and other private funding sources, it represents a highly desirable indicator of a program s quality and viability. For the university, it provides a reliable basis for inter- and intrainstitutional cooperative practices, including admissions and transfer of credit. For the faculty and administrators, it promotes ongoing selfevaluation and continuous improvement and provides an effective system for accountability. For the school or program, accreditation enhances its national reputation and represents peer recognition.

18 Judgement Safe Practitioners

19 APACPH Accreditation Voluntary Values: In a globalizing world where national boundaries are porous to conditions impacting heath health needs to be viewed fundamentally as a human asset beyond borders PH graduates needs to be super-generalist able to integrate and problem solve, with a prevention orientation able to identify and assess needs of diverse populations, plan, implement and evaluate programs, and otherwise ensure conditions that protect and promote the health of populations

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21 APACPH Competency Framework for Accreditation in PHE 5 Global Health Competencies 7 Approaches 5 core Competencies

22 Health equity Cultural adaptation Systems thinking Management Ethical practice Public Health Biology 1.Biostatistics 2.Epidemiology 3.Health Policy & Management 4.Social and Behavioral Science 5.Environmental Health Sciences Communication & informatics Planning Education and Research Resource development & Capacity building Collaborative partnerships Leadership

23 Biostatistics Core Competencies Use statistical reasoning and methods in assessing population health information for public health practice and research Epidemiology Apply the knowledge of patterns of disease and injury in the prevention and control of health problems and in health promotion Health Policy and management Evaluate the impact of policy and governance in delivery, quality and costs of health care for individuals and populations

24 Core Competencies Social and Behavioural sciences Understand the impact of behavioural, social and cultural factors and health disparities over the life course; for prevention and health promotion Environmental Health sciences Understand the environmental factors that affect the health of a community; and promote healthy environments

25 Approaches in Professional Practice Public health biology Incorporate public health biology biological and molecular context of public health into public health practice Communication and Informatics Manage data &strategically design information and knowledge exchange processes to achieve desired public health outcomes Education and Research Design &conduct effective research studies and public health interventions; and reflect on own professional strengths in PHE Resource development and Capacity building Effectively develop the capacity of colleagues & other health care workers in public health policy/ practice and resources to promote such practice

26 Planning Approaches in Professional Practice Systematically plan for the design, implementation, and evaluation of strategies to promote and improve individual/ community health Management Use policy governance and fiscal measures to promote efficient and equitable gains in health care for individuals and populations Systems thinking Recognize system level issues that result from dynamic interactions among human and social systems and how they affect public health

27 Global Health Competencies Cultural adaptation Evaluate public health issues and plan/implement health policy in a culturally safe and competent manner and establish effective cross-cultural partnerships to achieve improved public health outcomes Health Equity Plan/ implement public health policy and/ or programs with both diverse individuals and communities to produce or promote equitable public health outcomes Ethical Practice Demonstrate the core principles of just, ethical/legal public health practices in own decision making and practice

28 Global Health Competencies Leadership Create and communicate a shared vision for a changing future in public health and champion solutions to organizational and community challenges Collaborative partnerships Establish and maintain highly effective working relationships and engage in teamwork with colleagues, within multidisciplinary teams, and with public health organizations and other stakeholders

29 Domains of Accreditation : Principles Input indicators Process indicators Output indicators Alignment of content and programme with APAPCH competencies Capacity of the programme to achieve the APACPH competencies Graduates achievement of APACPH competencies

30 Domains of Accreditation : Institutional Review Mission Governance Instructional programmes Practical skills Quality of faculty, staff and students Faculty qualifications and Faculty development Student recruitment and Student support Research Community service activities and collaborations Evaluation

31 Domains of Accreditation : Programme Review Aims, learning outcomes and programme details Governance Curriculum design, competencies and content Competencies PH core knowledge & global health competencies Teaching learning methods Quality of students Student recruitment, selection, support Quality of faculty Faculty evaluation, qualifications, development Student assessment procedures Programme evaluation

32 Procedure for Accreditation Recommendations on regional standards Initiation of Self Evaluation Submission of Institutional/ Programme Accreditation Request to APACPH Annual review of accreditations done Recommendation to Institution/ University APACPH sends the guidelines and templates Accreditation decision Preparation of Self Evaluation documents by the Institution/ University Accreditation report discussed with Institution Self Evaluation documents are returned to APACPH Assessment by panel at APACPH and accreditation report sent to Institution Assessment of Self Evaluation adequacy by review team Site Visit Assessment

33 Principles of Self Evaluation Focus APACPH Competency Framework Public Health is Global Health Coverage and Scope all domains including Academic standards Quality of teaching/ learning/ assessment Quality management Research Partnerships Accuracy specific criteria for each domain Credibility - qualitative/ quantitative documentation Stakeholder involvement Confidentiality Are you prepared?

34 Principles of Site Visit Quality of reviewers public health practitioners, academics / educationists, PHE leadership Planning and preparation timeline from at least 6 months prior Institutional support Accuracy and credibility On-site resource file Meetings with diverse stakeholders Observation of diverse learning contexts (e.g. field visits) Feedback and recommendations for improvement

35 Why? Benchmarking Shared curriculum/case studies local issues/expertise indigenous contexts Exchange programs students faculty

36 Public Health is Global Health