Proposals for Aligning Disaster Health Competency Models

2013 ◽  
Vol 7 (1) ◽  
pp. 8-12 ◽  
Author(s):  
Kenneth W. Schor ◽  
Brian A. Altman
Keyword(s):  
Public Health ◽  
Workforce Development ◽  
Building Blocks ◽  
Competency Model ◽  
Just In Time ◽  
Daily Routine ◽  
Test And Evaluation ◽  
Competency Models ◽  
Response And Recovery ◽  
Model Alignment

AbstractTo standardize the key building blocks of disaster health competency models (content, structure, and process), we recommend a reinterpretation of the research, development, test, and evaluation construct (RDT&E) as a novel organizing framework for creating and presenting disaster health competency models. This approach seeks to foster national alignment of disaster health competencies. For scope and completeness, model developers should consider the need and identify appropriate content in at least 4 broad areas: disaster-type domain, systems domain, clinical domain, and public health domain. The whole disaster health competency model should reflect the challenges of the disaster setting to acknowledge the realities of disaster health practice and to shape the education and workforce development flowing from the model. Additional issues for consideration are whether competency models should address response and recovery just-in-time learning and whether the concept of “daily routine doctrine” can contribute to disaster health competency models. The recommendations seek to establish a strategic reference point for disaster competency model alignment within the health workforce.(Disaster Med Public Health Preparedness. 2013;7:8-12)

Public health preparedness and response competency model methodology

2013 ◽  
Vol 8 (1) ◽  
pp. 49-56 ◽  
Author(s):  
Elizabeth Ablah, PhD, MPH ◽  
Elizabeth McGean Weist, MA, MPH, CPH ◽  
John E. McElligott, MPH, CPH ◽  
Laura A. Biesiadecki, MSPH, CPH ◽  
Audrey R. Gotsch, DrPH, MCHES ◽  
...  
Keyword(s):  
Public Health ◽  
Core Competency ◽  
Competency Model ◽  
National Standard ◽  
Public Health Workforce ◽  
Public Health Preparedness ◽  
Training And Education ◽  
The Public ◽  
Competency Models ◽  
Control And Prevention

Objective: The Pandemic and All-Hazards Preparedness Act calls for establishing a competency-based training program to train public health practitioners. To inform such training, the Centers for Disease Control and Prevention and the Association of Schools of Public Health managed groups of experts to produce a competency model which could function as a national standard of behaviorally based, observable skills for the public health workforce to prevent, protect against, respond to, and recover from all hazards.Design: A systematic review of existing competency models generated a competency model of proposed domains and competencies.Participants: National stakeholders were engaged to obtain consensus through a three-stage Delphi-like process.Results: The Delphi-like process achieved 84 percent, 82 percent, and 79 percent response rates in its three stages. Three hundred sixty six unique individuals responded to the three-round process, with 45 percent (n = 166) responding to all three rounds. The resulting competency model features 18 competencies within four core learning domains targeted at midlevel public health workers.Conclusions: Practitioners and academics have adopted the Public Health Preparedness and Response Core Competency Model, some of whom have formed workgroups to develop curricula based on the model. Efforts will be needed to develop evaluation materials for training and education programs to refine the model as well as for future training and education initiatives.

scholarly journals Exploring the Development of Three Law-Based Competency Models for Public Health Practitioners

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Montrece McNeill Ransom ◽  
Brianne Yassine
Keyword(s):  
Public Health ◽  
Health Professionals ◽  
Competency Model ◽  
Health Law ◽  
Public Health Law ◽  
The Public ◽  
Public Health Professionals ◽  
Health Practitioners ◽  
Competency Models ◽  
Public Health Practitioners

As public health promotion and protection become increasingly complex and integrated into various fields, public health law is emerging as an important tool for public health professionals. To ensure that public health professionals are adequately trained public health law, public health law-related competencies should to be integrated into educational and other programming. This article provides three competency models developed by the Public Health Law Program at the Centers for Disease Control and Prevention: (a) the public health emergency law competency model, (b) the public health law competency model, and (c) the legal epidemiology competency model. These competency models provide a foundation upon which public health law curricula can be developed for governmental, nongovernmental, and academic public health practitioners. Such standardization of public health law curricula will ameliorate not only the training, but also selection and evaluation of public health practitioners, as well as better align public health training with national public health efforts.

Competency Models Utilization in Industrial Enterprises

2013 ◽  
Vol 655-657 ◽  
pp. 2226-2229
Author(s):  
Katarína Krajčovičová ◽  
Dagmar Cagáňová ◽  
Milos Čambál
Keyword(s):  
Business Performance ◽  
Building Blocks ◽  
Competency Model ◽  
Knowledge Development ◽  
Work Setting ◽  
Knowledge Processing ◽  
Managerial Competencies ◽  
Industrial Enterprises ◽  
Competency Models ◽  
Managerial Competency

The paper focuses on the issues of managerial competencies and the competency model in industrial enterprises. This paper deals with the theory of knowledge processing and its role as a theoretical basis for knowledge development in the area of managerial competencies. Managerial competencies, however, are becoming one of the key building blocks in the success of companies in terms of achieving both their mission and vision in adding value and improving business performance, and especially in the enhancement of the development of their own employees. A managerial competency is more than just knowledge and skills. It involves the ability to meet complex demands, by drawing on and mobilising psychosocial resources in a particular context. While skills and knowledge are part of a manager's competency, that can be measured fairly easily, intangible assets like effective communication and teamwork, while essential, are harder to pin down and evaluate. In the following parts of this article the concept of the competency model has been explained. A competency model organizes the competencies needed to perform effectively in a particular work setting.

Public health preparedness and response competency model methodology

2019 ◽  
Vol 14 (4) ◽  
pp. 247-254
Author(s):  
Elizabeth Ablah, PhD, MPH ◽  
Elizabeth McGean Weist, MA, MPH, CPH ◽  
John E. McElligott, MPH, CPH ◽  
Laura A. Biesiadecki, MSPH, CPH ◽  
Audrey R. Gotsch, DrPH, MCHES ◽  
...  
Keyword(s):  
Public Health ◽  
Core Competency ◽  
Competency Model ◽  
National Standard ◽  
Public Health Workforce ◽  
Public Health Preparedness ◽  
Training And Education ◽  
The Public ◽  
Competency Models ◽  
Control And Prevention

Objective: The Pandemic and All-Hazards Preparedness Act calls for establishing a competency-based training program to train public health practitioners. To inform such training, the Centers for Disease Control and Prevention and the Association of Schools of Public Health managed groups of experts to produce a competency model which could function as a national standard of behaviorally based, observable skills for the public health workforce to prevent, protect against, respond to, and recover from all hazards.Design: A systematic review of existing competency models generated a competency model of proposed domains and competencies.Participants: National stakeholders were engaged to obtain consensus through a three-stage Delphi-like process.Results: The Delphi-like process achieved 84 percent, 82 percent, and 79 percent response rates in its three stages. Three hundred sixty six unique individuals responded to the three-round process, with 45 percent (n = 166) responding to all three rounds. The resulting competency model features 18 competencies within four core learning domains targeted at midlevel public health workers.Conclusions: Practitioners and academics have adopted the Public Health Preparedness and Response Core Competency Model, some of whom have formed workgroups to develop curricula based on the model. Efforts will be needed to develop evaluation materials for training and education programs to refine the model as well as for future training and education initiatives.

Promoting Hybrid Learning through an Open Source EBook Approach

2010 ◽  
Vol 14 (3) ◽  
Author(s):  
Xin Bai ◽  
Michael B. Smith
Keyword(s):  
Open Source ◽  
Building Blocks ◽  
Educational Technologies ◽  
Just In Time ◽  
Learning Modules ◽  
Learning Content ◽  
Long Run ◽  
E Learning ◽  
Teaching Efficiency ◽  
Content Design

Educational technology is developing rapidly, making education more accessible, affordable, adaptable, and equitable. Students now have the option to choose a campus that can provide excellent blended learning curriculum with minimal geographical restraints. We proactively explore ways to maximize the power of educational technologies to increase enrollment, reduce failure rates, improve teaching efficiency, and cut costs without sacrificing high quality or placing extra burden on faculty. This mission is accomplished through open source learning content design and development. We developed scalable, shareable, and sustainable e-learning modules as book chapters that can be distributed through both computers and mobile devices. The resulting e-learning building blocks can automate the assessment processes, provide just-in-time feedback, and adjust the teaching material dynamically based upon each student’s strengths and weaknesses. Once built, these self-contained learning modules can be easily maintained, shared, and re-purposed, thus cutting costs in the long run. This will encourage faculty from different disciplines to share their best teaching practices online. The end result of the project is a sustainable knowledge base that can grow over time, benefit all the discipline, and promote learning.

scholarly journals National assessment of pharmaceutical workforce and education using the International Pharmaceutical Federation’s global development goals: a case study of Qatar

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Banan Abdulrzaq Mukhalalati ◽  
Meram Mohamed Mahmoud Elsayed Ibrahim ◽  
Majdoleen Omar Al Alawneh ◽  
Ahmed Awaisu ◽  
Ian Bates ◽  
...  
Keyword(s):  
Public Health ◽  
Workforce Development ◽  
Health Workforce ◽  
Qualitative Content Analysis ◽  
Pharmacy Practice ◽  
Policy Formation ◽  
Pharmacy Education ◽  
Global Development ◽  
Pharmacy Workforce ◽  
Development Goals

Abstract Background The sustainable development goals were launched by the United Nations in 2015. Its fifth goal was describing the achievement of universal health coverage by 2030. This goal reaffirms the importance of investing in the development and training of the global health workforce. In alliance with this, the International Pharmaceutical Federation (FIP) has published reports about pharmacy workforce planning in several countries. However, data about Qatar were not included in these reports. In 2017, FIP developed a transformational roadmap of pharmaceutical workforce and education. One systematic framework component of the roadmap is the Pharmaceutical Workforce Development Goals (DG[w]s) that were released in late 2016 and subsequently incorporated into the more comprehensive Global Development Goals1 in 2020, encompassing not only workforce development, but additionally practice and pharmaceutical science development. This study aimed to evaluate the current situation of pharmacy workforce and education in Qatar in relation to the original 13 Pharmaceutical Workforce Development Goals (DG[w]s). The objective was to identify the gaps in pharmacy workforce and education and to recommend evidence-led strategies to be included in both the Ministry of Public Health and the Qatar University College of Pharmacy workforce development plans. Methods Three rounds of conventional Delphi technique were conducted with expert panels of key decision-makers in pharmacy practice from the College of Pharmacy at Qatar University and the Ministry of Public Health, utilizing the FIP’s self-assessment survey. Qualitative content analysis was used to analyze and prioritize the identified gaps from the collected data. DG[w] was considered “met” if all the provided indicators were achieved, “partially met” if at least one of the indicators were achieved, and “not met” if none of the indicators were achieved Results The lack of competency framework (DG[w]5), workforce data (DG[w]12), and workforce policy formation (DG[w]13) are three major gaps in the provision of pharmaceutical workforce and pharmacy education in Qatar, influencing other DG[w]s. These gaps need to be addressed by the formation of Qatar Pharmaceutical Association through which academic, practice, and policymaking sectors can work together in developing health workforce intelligence system. Conclusion The results indicated that DG[w]s are interrelated and a gap in one goal can negatively influence others. Results and recommendations of this research will facilitate the implementation of strategic plans across leading pharmacy sectors to meet health needs in Qatar and achieve the third pillar of the Qatar National Vision 2030.

scholarly journals Development of a Public Health Preparedness Competency Model for EU Member States

2017 ◽  
Vol 27 (suppl_3) ◽  
Author(s):  
MA Stoto ◽  
E Savoia ◽  
C Nelson ◽  
R Piltch-Loeb ◽  
S Guicciardi ◽  
...  
Keyword(s):  
Public Health ◽  
Competency Model ◽  
Public Health Preparedness ◽  
Member States ◽  
Eu Member States

scholarly journals Public Health and Epidemiology Informatics: Recent Research and Trends in the United States

2015 ◽  
Vol 24 (01) ◽  
pp. 199-206 ◽  
Author(s):  
B. E. Dixon ◽  
H. Kharrazi ◽  
H. P. Lehmann
Keyword(s):  
Public Health ◽  
Workforce Development ◽  
Health Informatics ◽  
English Language ◽  
Health Management ◽  
Public Health Practice ◽  
The United States ◽  
Public Health Workforce ◽  
Public Health Informatics ◽  
Essential Services

Summary Objectives: To survey advances in public health and epidemiology informatics over the past three years. Methods: We conducted a review of English-language research works conducted in the domain of public health informatics (PHI), and published in MEDLINE between January 2012 and December 2014, where information and communication technology (ICT) was a primary subject, or a main component of the study methodology. Selected articles were synthesized using a thematic analysis using the Essential Services of Public Health as a typology. Results: Based on themes that emerged, we organized the advances into a model where applications that support the Essential Services are, in turn, supported by a socio-technical infrastructure that relies on government policies and ethical principles. That infrastructure, in turn, depends upon education and training of the public health workforce, development that creates novel or adapts existing infrastructure, and research that evaluates the success of the infrastructure. Finally, the persistence and growth of infrastructure depends on financial sustainability. Conclusions: Public health informatics is a field that is growing in breadth, depth, and complexity. Several Essential Services have benefited from informatics, notably, “Monitor Health,” “Diagnose & Investigate,” and “Evaluate.” Yet many Essential Services still have not yet benefited from advances such as maturing electronic health record systems, interoperability amongst health information systems, analytics for population health management, use of social media among consumers, and educational certification in clinical informatics. There is much work to be done to further advance the science of PHI as well as its impact on public health practice.

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