Suchergebnisse

Assesses the health belief model and its application to the perception of HIV/AIDS prevention through public health education. Investigates the concepts of stigma and blame among the Chinese, Malay and Indian Singaporeans. Describes the methodology and data analysis used. Analyses the findings – that the significant majority believe HIV/AIDS sufferers to be risk‐takers (rather than deviants) and that the most effective preventive measure against AIDS is to change sexual behaviour. Compares findings across the three ethnic groups – Malays believe that the individual is personally responsible for contracting HIV/AIDS, they also recognize the seriousness of the disease; the Indians had a sense of concerned responsibility, partially as a result of public health campaigns; the Chinese also had a sense of concerned responsibility, but not gleaned so much from health campaigns. Reports that, across the communities, younger people attribute HIV/AIDS to deviant sexual behaviour, while older people think of HIV/AIDS sufferers as victims of accidental infection and are therefore more sympathetic. Attributes ethnic differences to two facts: the first is that, in Singapore, people regard dual identify as important – on the one hand helping to shape Singapore's national identity and, on the other hand, retaining strong values of ethnicity; the second fact is religion, particularly the way Malay Muslims attribute HIV/AIDS to personal responsibility.

It was against a background of no formal career path for public health officers that, in 1915, the seminal Welch-Rose Report1 outlined a system of public health education for the United States. The first schools of public health soon followed, but growth was slow, with only 12 schools by 1960. With organization and growing numbers, accreditation became an expectation. As the mission of public health has grown and achieved new urgency, schools have grown in number, depth and breadth. By mid-2011, there were 46 accredited schools of public health, with more in the pipeline. While each has a unique character, they also must possess certain core characteristics to be accredited. Over time, as schools developed, and concepts of public health expanded, so too did curricula and missions as well as types of people who were trained. In this review, we provide a brief summary of US public health education, with primary emphasis on professional public health schools. We also examine public health workforce needs and evaluate how education is evolving in the context of a growing maturity of the public health profession. We have not focused on programs (not schools) that offer public health degrees or on preventive medicine programs in schools of medicine, since schools of public health confer the majority of master's and doctoral degrees. In the future, there likely will be even more inter-professional education, new disciplinary perspectives and changes in teaching and learning to meet the needs of millennial students.

During the last decade, the literature about global health has grown exponentially. Academic institutions are also exploring the scope of their public health educational programs to meet the demand for a global health professional. This has become more relevant in the context of the sustainable development goals. There have been attempts to describe global health competencies for specific professional groups. The focus of these competencies has been variable with a variety of different themes being described ranging from globalization and health care, analysis and program management, as well as equity and capacity strengthening. This review aims to describe global health competencies and attempts to distill common competency domains to assist in curriculum development and integration in postgraduate public health education programs. A literature search was conducted using relevant keywords with a focus on public health education. This resulted in identification of 13 articles that described global health competencies. All these articles were published between 2005 and 2015 with six from the USA, two each from Canada and Australia, and one each from UK, Europe, and Americas. A range of methods used to describe competency domains included literature review, interviews with experts and employers, surveys of staff and students, and description or review of an academic program. Eleven competency domains were distilled from the selected articles. These competency domains primarily referred to three main aspects, one that focuses on burden of disease and the determinants of health. A second set focuses on core public health skills including policy development, analysis, and program management. Another set of competency domains could be classified as "soft skills" and includes collaboration, partnering, communication, professionalism, capacity building, and political awareness. This review presents the landscape of defined global health competencies for postgraduate public health education. The discussion about use of ...