Abstract
A Synergistic Approach to Workforce Development in HHS Region IV
Melissa Alperin, EdD, MPH, MCHES1, Cynthia Selleck, PhD, RN, FAAN2, Laura Lloyd, MPH, MCHES1, Glenda Stanley, MA2, Michelle Carvalho, MPH, MCHES3, Anne Maynard Wenders, MPH, CHES, CRA-USF4, Hilary Merlin, MEd1 and Lisa McCormick, DrPH, MPH5
(1)Rollins School of Public Health, Emory University, Atlanta, GA, (2)The University of Alabama at Birmingham, Birmingham, AL, (3)Emory University, Atlanta, GA, (4)University of South Florida, Tampa, FL, (5)University of Alabama at Birmingham, School of Public Health, Birmingham, AL
APHA's 2018 Annual Meeting & Expo (Nov. 10 - Nov. 14)
The public health and healthcare workforces in HHS Region IV (AL, FL, GA, KY, MS, NC, SC, TN) face a variety of challenges. Not only are workers retiring or changing employment but also models of service delivery are changing. In addition, the eight states in Region IV face some of the poorest health outcomes in the nation. In 2017, these states were among the worst-ranked across 35 health measures according to America’s Health Rankings and many are among the highest for the prevalence of stroke, heart disease, diabetes, and other poor outcomes. The Public Health Training Center (PHTC) and Area Health Education Center (AHEC) programs, both funded through the Health Resources and Services Administration (HRSA), address workforce development. The PHTC program purpose is to improve the nation’s public health system by strengthening the knowledge and skills of the current and future public health workforce through training and field placements. The AHEC system goal is to improve the supply, distribution, retention, and quality of primary and preventive care with a focus on service to medically underserved areas and populations. In an effort to leverage resources and better serve their public health and health care workforces, the Region IV PHTC, headquartered at Emory University in Atlanta and including six academic local performance sites throughout the region, held a joint meeting with the Region-IV AHEC programs in October 2017. The programs shared missions, focus areas, and key activities with each other; identified priority strategic skills needed by the public health/health care workforce as identified by the de Beaumont report Building Skills for a More Strategic Public Health Workforce: A Call to Action; summarized challenges in addressing these top strategic skills; and identified partnership opportunities and concrete next steps for collaboration, both in-state and across the region. In the months since the meeting, PHTCs and AHECs are co-developing/co-sponsoring training; co-developing interprofessional student case studies; cross promoting trainings; identifying opportunities for public health student field placements; and serving on each other’s planning committees. This session will provide an overview of the PHTC and AHEC programs and highlight opportunities for PHTC-AHEC partnerships.
Advocacy for health and health education Other professions or practice related to public health Public health or related education
Abstract
Collaboration between public health and planning professionals to improve quality of life for Georgia communities
Sara S. Plaspohl, DrPH, CHES1, Whitney Shephard, PE, LEED AP2 and Randy McCall, PhD3
(1)Georgia Southern University, Savannah, GA, (2)Transport Studio, LLC, Savannah, GA, (3)Chatham County Health Department, Savannah, GA
APHA's 2018 Annual Meeting & Expo (Nov. 10 - Nov. 14)
While public health professionals and planners share a common goal to promote quality of life in our local communities, the two areas seem to commonly function independently of each other. There are many reasons for this, starting with lack of familiarity for what each other does. Greater coordination between public health professionals and planners can serve to address determinants of chronic disease, including lack of physical activity and lack of access to healthy food. The American Planning Association (APA) provided participating APA state chapters with a grant-funded opportunity via Planners4Health to create cross-disciplinary task forces to further develop policies, partnerships, and place-based programs connecting health and planning in states and regions. The Georgia APA chapter received funding to create a small workgroup comprised of Georgia planners and public health professionals to explore local, regional, and state strategies to strengthen collaboration by the two professions. The Georgia-based workgroup employed a series of various data collection methods, including one-to-one interviews, surveys, and a focus group, in order to explore current awareness and partnerships between the two professions throughout the state in an effort to begin identifying opportunities to expand collaboration for the future. This presentation will share a synthesis of the Planners4Health workgroup's activities and findings to inform conference attendees on the current gap in each group's knowledge of each other, as well as identified opportunities for future collaboration to promote quality of life for Georgians.
Administration, management, leadership Other professions or practice related to public health Protection of the public in relation to communicable diseases including prevention or control
Abstract
Informatics for Public Health - how academia and public health can partner to strengthen public health infrastructure and achieve excellence
Iris Zachary, PhD, MS, FAMIA, ODS-C1, Sue Boren, PhD, MHA2 and Eduardo Simoes, MD, MSc, MPH2
(1)Columbia, MO, (2)University of Missouri, Columbia, MO
APHA's 2018 Annual Meeting & Expo (Nov. 10 - Nov. 14)
Background:Public health departments historically cover a wide area of services. The role of public health informatics in enhancing public health services is identified by CDC as an important step towards meeting current and new public health challenges. There is also an increased need for public health professionals who have the skills and knowledge to develop, implement and evaluate public health information systems and have advanced informatics skills. Collaborative partnerships between health informatics programs and schools of public health represent an innovative approach to train future leaders in public health informatics and public health to address population and public health challenges with new and innovative informatics solutions.
Purpose: Strengthen the public health infrastructure with public health informatics education and training through partnerships between academic institutions (MU) and local and regional health departments.
Methods: The Department of Health Management and Informatics at the University of Missouri has developed a new Informatics for Public Health program that works in collaboration with public health departments and agencies to create ongoing partnerships that promotes public health informatics education and training. The program covers foundations of public health informatics, consumer health informatics, database management for public health, and other relevant topics to prepare and collaborate with professionals and students to develop and advance innovative strategies to strengthen the public health infrastructure. The program was designed and developed to integrate the departments Informatics for Public Health program students with public health organizations. The program serves to foster and coordinate collaboration projects.
Results: The program has been able to establish new partnerships and collaborations and was well received by agencies with a joined vision to support the public health infrastructure in Missouri through the investment in education and collaborations between academia and the public health agencies.
Conclusion: There is demonstrated need in the public health field for public health informatics skills, education and training that will support public health practice and services through improved tools to analyze, present and solve ongoing and new challenges.
Other professions or practice related to public health Program planning Public health or related education Public health or related research
Abstract
Interprofessional Global Health Experience: Implementation of Academic-Practice Community Partnerships for Haiti Medical Missions
Hoai-An Truong, PharmD, MPH, FAPhA, FNAP1, Yen Dang, PharmD, CTTS-M1 and Frank Nice, RPh, DPA, CPHP2
(1)University of Maryland Eastern Shore, Princess Anne, MD, (2)Health and Education for Haiti, Inc., Derwood, MD
APHA's 2018 Annual Meeting & Expo (Nov. 10 - Nov. 14)
Objective: To describe the development and implementation of academic-practice community partnerships from Haiti medical missions as interprofessional global health experiences. Methods: An academic-practice community partnership was formed for ensuring sustainability of medical missions as global health experience for students and faculty. Collaborative partners, professionals’ roles and responsibilities, and funding were identified. Preparation included Haitian Creole language training, country profile and tropical diseases presentations, and physical assessments review. Inventory, packaging, and labeling of medications and supplies were performed with community partners. Assessment strategies included discussions, presentations, and reflection papers. Results: Global competency activities for the experience were developed focusing on diverse populations, ethics, and problem-solving. Twenty-seven students and eighteen healthcare professionals in four disciplines conducted 5 missions over 4 years. Over 4,000 patients were served and 8,000 prescriptions dispensed. Each mission averaged seven days abroad with a faculty/preceptor to student ratio of 1:2. Lessons learned from these experiences included standardized documentation forms, pre-printed medication labels, and interpreters at every workstation. A stepwise and systematic process for the development and implementation of future experiences were documented. Conclusion: Providing healthcare services in an interprofessional international setting enabled participants to foster new relationships with diverse populations and gain real-world experiences while benefiting underserved communities.
Administer health education strategies, interventions and programs Assessment of individual and community needs for health education Diversity and culture Implementation of health education strategies, interventions and programs Planning of health education strategies, interventions, and programs
Abstract
Using Gamification to Measure Competency Attainment by Graduate Public Health Students
Meena Nabavi, MPH1, Matthew Fifolt, PhD2, Erika Austin, PhD, MPH3 and Lisa McCormick, DrPH, MPH2
(1)University of Alabama at Birmingham, Birmingham, AL, (2)University of Alabama at Birmingham, School of Public Health, Birmingham, AL, (3)University of Alabama at Birmingham School of Public Health, Birmingham, AL
APHA's 2018 Annual Meeting & Expo (Nov. 10 - Nov. 14)
Kaizen, an online gaming platform developed at the University of Alabama at Birmingham (UAB), was piloted in 2016-2017 as a way to measure core public health competency attainment among graduate public health students at UAB as required by the Council on Education for Public Health (CEPH). As an expression of “continuous improvement” in Japanese, Kaizen presents players with short, multiple-choice scenarios designed to test their knowledge across foundational competencies. For five weeks, students in the Integrative Experience Capstone Course competed as individuals and teams. Students answered weekly questions, gained points for correct answers, and received feedback on incorrect responses. Students gained additional points for playing the Kaizen game daily, answering multiple questions in a row correctly, and reaching milestones or point goals in core competency areas. An online leader board allowed players to see how they compared to classmates and other teams. In Fall 2017, a pilot Kaizen game was presented to incoming MPH students during orientation to measure their baseline level of competency at enrollment. These same students will participate in a final game when they reach their last semester of study as part of the Integrative Experience Capstone Course for a true pre-post-measurement. The results of the pilot Kaizen game will be presented along with an assessment of student satisfaction, differences in competency attainment between public heath disciplines and between different modalities: online versus in-person. Data will also be presented regarding the relationship between Kaizen scores and course grades.
Program planning Public health or related education
Abstract
Achieving Health Equity through Health Department-Academic-Community Partnerships & Community-Engaged Public Health Research: Healthy Chicago 2.0
Rachelle Paul-Brutus, MPH1, Jen Brown, MPH2, Marc Atkins, PhD3, Doriane C. Miller, MD4, Sarah Rittner, MA5, Martha Morris, MD6, Amparo Castillo, MD, PhD7, Deborah Burnet, MD4, Chartay Robinson4, Lisa Masinter1, Nik Prachand, MPH1 and Jennifer Herd8
(1)Chicago Department of Public Health, Chicago, IL, (2)Alliance for Research in Chicagoland Communities, Northwestern University, Chicago, IL, (3)University of Illinois at Chicago, Chicago, IL, (4)University of Chicago, Chicago, IL, (5)AllianceChicago, Chicago, IL, (6)Rush University, Chicago, IL, (7)University of Illinois at Chicago - Midwest Latino Health Research Training and Policy Center, Chicago, IL, (8)CHicago Department of Public Health, Chicago, IL
APHA's 2018 Annual Meeting & Expo (Nov. 10 - Nov. 14)
In 2016, the Chicago Department of Public Health (CDPH) released Healthy Chicago 2.0 (HC2.0), a 4-year strategic plan for the city’s public health system developed collaboratively with diverse community organizations and city residents. Since the inception of the plan, HC2.0 and CDPH have been working closely with the Chicago Consortium for Community Engagement (C3), a network that connects and leverages the resources of the community engagement programs of Chicago’s three Clinical and Translational Science Institutes (CTSIs) at Northwestern University, University of Chicago, and University of Illinois-Chicago, as well as other stakeholders including Rush University and AllianceChicago.
This collaboration has led to the creation of a new CDPH Office of Research and Evaluation with a recently hired CDPH staff position, collaboratively funded by the Chicago CTSIs.
The role of the CDPH Office of Research and Evaluation is to bridge the gap between academic, community and City of Chicago partners and develop structures and policies that support these collaborations. C3 is developing processes for linking HC2.0 health priorities and C3 research partners, providing jointly-led training sessions, and collaborating on a Chicago ‘Research Week’ that will allow potential research partners, including community organizations and residents to network, share interests, and learn more about local opportunities for research participation and engagement.
This collaborative may serve as a model for other health departments, community, and academic partnerships to promote a full translational research agenda.
Public health or related research
Abstract
Global Service Learning to Achieve the Public Health Core Competencies
Gina Piane, DrPH
National University, Costa Mesa, CA
APHA's 2018 Annual Meeting & Expo (Nov. 10 - Nov. 14)
In January 2018, 28 National University Students participated in a faculty-led study abroad program in partnership with Volunteers Around the World (VAW) a humanitarian organization and social enterprise devoted to improving the standard of living for those that live in some of the most poverty stricken communities of the world. The Master of Public Health (MPH) students, led by Dr. GinaMarie Piane, the Academic Program Director of the MPH, along with local doctors served 535 Peruvians in primary care clinics. They also provided interactive health education lessons to rural school children and patients near Cusco, Peru. COH 500: Global Health Experience brought a very diverse group of students together from many parts of the United States, of varying ages and experience levels, to learn by serving others.
The MPH students were trained to take vitals as well as to greet the patients, register them, manage the pharmacy station and assist the Peruvian physicians. The students gained first-hand knowledge of how healthcare is delivered to low-income patients in a public setting and were able to learn the skill of managing a dynamic and sometimes chaotic clinic. In addition to volunteering in the clinics and providing education to school children and clinic patients, the students attended lectures about the Peruvian healthcare system, learned about Peruvian culture, and educational system. A highlight of the trip was an Andean Medicine trek facilitated by a Professor of Botany from Cusco who described how the ancient Incans used the plants, their spiritual explanations and rituals as well as the scientific explanation for their actions.
A qualitative analysis of the impact of this global service learning approach demonstrates that public health students are achieving the public health core competencies. One retired Navy Chief and MPH student reflected that, “First and foremost, given the opportunity to be part of such a wonderful adventure and to put into action classroom knowledge towards the exploration and comparison of the US healthcare system and public health issues facing our nation and to affect a global community, is a once in a lifetime occasion that many graduate students may never experience.”
Clinical medicine applied in public health Diversity and culture Provision of health care to the public Public health or related education Systems thinking models (conceptual and theoretical models), applications related to public health
Abstract
Healthy People 2020: Recent Progress in the Public Health Infrastructure Topic Area
Sirin Yaemsiri, PhD, MSPH1, Liza Corso, MPA2, Robin Pendley, DrPH, MPH, CPH1 and Yen Lin, MPH3
(1)Centers for Disease Control and Prevention, National Center for Health Statistics, Hyattsville, MD, (2)Centers for Disease Control and Prevention, Atlanta, GA, (3)Office of Disease Prevention and Health Promotion, U.S. Department of Health and Human Services, Rockville, MD
APHA's 2018 Annual Meeting & Expo (Nov. 10 - Nov. 14)
Background: The Healthy People 2020 Public Health Infrastructure (PHI) Topic Area includes objectives that represent a range of topics that are important to PHI, grouped into three key components: a capable and qualified public health workforce, up-to-date data and information systems, and public health organizations capable of assessing and responding to public health needs. Public health workforce objectives address practices for public health professionals in health departments and the education of future public health workers. Data and information systems objectives examine the timeliness and breadth of national data sources and priorities for state vital records systems. Public health organization objectives address strengthening the efficiency and effectiveness of health departments. This presentation will provide an update on progress for objectives, including new data since last published in the 2016 Midcourse Review.
Methods: Data sources for objectives include a range of sources, such as national surveys (e.g., Association of State and Territorial Health Officials [ASTHO] and National Association of County and City Health Officials [NACCHO] Profile Surveys) and federal data sources (e.g., National Center for Education Statistics and National Vital Statistics System). Objective progress categories were determined by comparing the baseline rate and the latest data with the national target.
Results: Of the 46 objectives that met the criteria to assess progress, 31 met the target, 9 improved, 4 demonstrated little/no detectable change, and 2 were getting worse. Overall, 87% (n=40) of objectives met the national target or were improving. The majority of objectives in each of the three key components met the target or improved.
Areas of attention in the field during this decade include objectives related to health department activities to meet standards established through the national accreditation program and requirements for different organizations to conduct community health assessment and improvement planning.
Conclusion: Objectives have improved or met the target in all three components of the Healthy People 2020 PHI Topic Area.
Conduct evaluation related to programs, research, and other areas of practice
Abstract
Problem-Based Learning (PBL) in Public Health Education: A Systematic Review
Kristina Knight, Ph.D, MPH1, John Staley III, PhD, MSEH2 and Christopher Woolverton, PhD, MS2
(1)Kent State University - College of Public Health, Kent, OH, (2)Kent State University, Kent, OH
APHA's 2018 Annual Meeting & Expo (Nov. 10 - Nov. 14)
Introduction - PBL, historically aligned with medical education, is a problem-oriented pedagogy that allows for the development of critical thinking and reasoning skills. Evidence related to the effectiveness of PBL has contributed to increased use across disciplines. There is, however, limited information about use of PBL in non-clinical, public health education which is designed to address health problems at the population, not patient level. Accordingly, the purpose of this project is to conduct a systematic review to: explore the use of PBL in public health education; and, identify strategies to support the curricular development of a community-based PBL opportunity for both undergraduate and graduate level public health students. Methods - The literature review was conducted during the summer of 2017. Predetermined search terms allowed for the identification of studies with titles and abstracts of assumed relevance from 2000 to present. Articles selected for full review were identified and the following data was abstracted: (1) full citation; (2) content or topic; (3) identification of the process, strategy or intervention; (4) outcomes and key findings. Microsoft Excel 2016 was used for data management and analysis. Results: Within educational programs, there was broad use and application of PBL across core areas and interdisciplinary cross cutting areas. There was considerable variability in delivery (online and in-person), target population (undergraduate, graduate, workforce), and scope (entire curriculum, specific majors or courses). Modification of the PBL process (57.6%), competency development (33.3%), evaluation (93.9%) and research (93.9%) and partnership and collaboration (81.8%) were key characteristics associated with adoption of PBL. Conclusions - Modifications to the PBL process (while maintaining the core concepts of constructive learning, collaborative learning, self-regulation, and contextual learning) can assist in the development of critical thinking and decision-making skills that are essential to public health practice. Additionally, a planning period, with key partners is essential to the development, implementation, and evaluation of these collaborative learning efforts, including some training of community partners in the PBL method. Use of PBL in public health education might allow for the development of novel approaches to learning that bridge the academic-practice gap and build mutually beneficial academic-community partnerships.
Planning of health education strategies, interventions, and programs
Abstract
An academic and practice partnership to improve the health outcomes of vulnerable populations in King County
Hendrika Meischke1, Deb Hinchey, MPH1, Sara Mackenzie, MD, MPH1 and Marlee Fisher, MPH
(1)University of Washington, Seattle, WA
APHA's 2018 Annual Meeting & Expo (Nov. 10 - Nov. 14)
The Emergency Medical Services (EMS) Vulnerable Populations Strategic Initiative (VPSI) is a collaboration between the EMS Division, Public Health – Seattle & King County, fire departments, community-based organizations, and the University of Washington. The goal of VPSI is to conduct programmatic, scientific and case-based evaluations to ensure that the interface between EMS and vulnerable populations is of the highest quality in order to improve health outcomes. This partnership formally connects Public Health Undergraduate and Public Health Graduate programs to the VPSI initiative in a variety of ways, including direct outreach and education as well as program planning and evaluation. Over the past three years, we have integrated academic programming and engaged 50 undergraduate and 8 graduate public health students. The students have contributed over 5,000 service-learning hours to the VPSI outreach and education program. Students have performed needs assessments, material development, pre-testing and direct outreach and education in the community. UW undergraduate students knocked on 1,660 doors of seniors in King County and educated 216 seniors about 9-1-1, bystander CPR, and more recently, stroke. UW undergraduate students, in partnership with EMS personnel, conducted 16 workshops at senior centers and reached 219 seniors with 9-1-1/CPR education and training. Survey results show that the education was effective in increasing knowledge and awareness of when and how to call 9-1-1 and bystander CPR. In partnership with Fire Departments across the region and numerous community-based service agencies, 3 pilot studies were developed, implemented and evaluated with assistance from Master’s in Public Health Students at the University of Washington. Student involvement was essential to the expansion and evaluation of the program in the community. The presentation will present the academic and community partnership goals, student competency development and the impact of the partnership on the community and academic training programs.
Administer health education strategies, interventions and programs Implementation of health education strategies, interventions and programs