Index
A
Academic collaboration, 14, 121-122
Academic partnerships, federal agencies to develop, 24, 164
Academic programs, development in federal public health agencies, 160
Academic schools and departments.
See also individual colleges and universities
schools of public health to collaborate with other, 14, 114, 122, 196-197
Accreditation of public health education.
See also Credentialing
moving toward in the post-war years, 235-240
Accredited schools of public health (ASPH), 8, 50
Accrediting Commission on Education for Health Services Administration (ACEHSA), 130
Addressing the Nation’s Changing Needs for Biomedical and Behavioral Scientists, 164
Administration, courses in, 189
Administrative support workers, 264
Administrators, 262
Agency for Healthcare Research and Quality (AHRQ), 22, 25, 157
to spearhead a new effort in public health systems research, 25, 166
User Liaison Program, 66
Agency for International Development (AID), 252
Agency for Toxic Substances and Disease Registry (ATSDR), 159
Aging population, 5
courses in, 188
Air quality, 11
courses in, 187
American Association of Colleges of Nursing (AACN), 138
American Association of Medical Colleges (AAMC), 65
American Hospital Association, 242
American Medical Association (AMA), 79, 242
hostility to the public health service, 241
American Medical Informatics Association (AMIA), 65
American Medication Informatics, 67
American Nursing Association (ANA), 136
Standards for Public Health Nursing Practice, 138
American Psychological Association (APA), 79
American Public Health Association (APHA), 23, 79, 99, 106, 163, 206, 231-232, 250
Committee on Professional Education, 44, 235
Public Health Nursing Section, 136
America’s Vital Interest in Global Health, x
Anthrax attacks, 63
Applied research, 88
Assessment, in Essential Public Health Services, 62, 153
Association of Academic Health Centers, 166
Association of Community Health Nurse Educators (ACHNE), 136, 139
Association of Schools of Public Health (ASPH), ix-x, 23, 29, 44, 46-47, 52, 57, 66, 106, 127, 130, 163, 166, 200-206, 234, 250-251, 253
Strategic Planning Committee, 201
Association of State and Territorial Directors of Nursing, 136
Association of State and Territorial Health Officials (ASTHO), ix, 23, 137, 151-152, 207-210
Association of Teachers of Preventive Medicine (ATPM), 17, 130, 139
Council of Graduate Programs in Public Health and Preventive Medicine, 130
Association of University Programs in Health Administration, 50-51
Assurance, in Essential Public Health Services, 63, 153
B
Baker, Josephine, 225
Basic research, 88
Behavioral and social science, competency in, 275
Biological science, competency in, 275
Biomedical research, 4-5
funding of public health education in the post-war era, 241-243
minimum knowledge expected from a public health education, 212
Bioterrorism, 95
preparing for, 67
Bodian, David, 247
Bureau of Health Professions (BHPr), 22, 49, 158
C
Cassel, John, 246
Center for Controlling Malaria in the War Areas, 234
Center for Law and the Public’s Health, 97
Centers for Disease Control and Prevention (CDC), ix, 22-23, 25, 65-66, 89, 97, 106, 117, 143, 152, 157-159, 165-166, 211-215, 254
Centers for Public Health Preparedness, 209
Centers, Institutes, and Offices, 165
Corporate University, 211-212
Graduate Certificate Program, 55
intramural and extramural programs of, 165-166
Office of Workforce Policy and Planning, 22, 57
Public Health Informatics Competencies Working Group, 65
Public Health Training Network, 56, 161
to redirect its extramural research funding toward awards in public health, 25, 166
Centers for Public Health Preparedness (CPHP), 67, 159, 209
Centers, Institutes, and Offices (CIOs), 165
Certified Health Education Specialist (CHES), 106
Challenges facing public health education, 4-5, 34-39, 201-203, 209-210, 213-214, 217, 220-221
demographic transformations, 38-39
environmental opportunities and threats, 202-203
globalization, 34-35
scientific and medical technology, 35-38
strengths and weaknesses, 202, 213
Chromosomal conditions, 68
Chronic diseases, medical schools to link with public health schools in the prevention and care of, 18, 136
Clean Air Act, 47
Collaboration
community, 125-126
with non-traditional programs, 115-116
Collaborative control, in decision making and action, skills that foster, 90-91
College curricula, 20.
See also Courses
Columbia University, 227
Committee on Assuring the Health of the Public in the 21st Century, 28
Committee on Educating Public Health Professionals for the 21st Century, 28, 190
Committee on Medical Research, 241
Committee on Professional Education, 44, 235
See also Internet
barriers to overcome in public health communication, 75-76
competency in, 272
courses in, 188
future of, 72-78
importance in M.P.H. programs, 17, 131
public health communication competence, 76-78
public health communication defined, 73-74
strategies to facilitate public health communication, 74-75
Community and behavioral health
competency in, 277
courses in, 188
Community-based organizations, to work with schools of public health in their planning and teaching, 16, 197
Community-based participatory research (CBPR), 1, 12, 62, 84-93, 119
community research and practice, 87-88
future of, 84-93
importance in M.P.H. programs in, 17, 131
and other approaches, 87-89
possible institutional consequences for university-based researchers, 92-93
and practice, 87-88
rationale for CBPR and practice, 85-87
with schools of public health, 16, 126, 194
skills training in CBPR and practice, 89-92
social determinants of health, 88-89
Community-based public health activities, schools of public health to provide training in, 16, 197
Community collaboration, 15-16, 125-126
Community Health Education (CHE), programs in, 9, 50, 129-130
Community Health/Preventive Medicine (CHPM), programs in, 9, 50, 129-130
Competency-based education, evolution toward, 205-206
Competency-Based Model of Alverno College, 127
Competency sets, 265-277
core, 267
discipline-specific, 270-276
functional areas, 268-270
Comprehensive exams, schools of public health requiring at the master’s level, 184
Consumer health informatics, 64
Continuing education
in federal public health agencies, 161
local, state, and federal health agencies developing incentives to encourage, 23, 163
Core competencies, 267
“Core Competencies for Public Health Professionals,” 212
Corporate University of the CDC, 211-212
Council of Graduate Programs in Public Health and Preventive Medicine, 130
Council on Education for Public Health (CEPH), 17, 50, 53, 60, 129, 190, 260
Council on Graduate Medical Education, 160
Council on Linkages Between Academia and Public Health Practice , 10, 53, 57, 65, 80, 110-111, 208-209, 212
Courses in air quality, 187
Courses in community and behavioral health, 188
the aging population, 188
communications, 188
ethical considerations, 188
foundations, 188
health and society, 188
health education, 188
international health, 188
maternal and child health, 188
nutrition sciences, 188
Courses in environmental and occupational health, 187
air quality, 187
the physical environment, 187
principles, practices, and policy, 187
toxicology, 187
water quality, 187
Courses in health services policy and administration, 189
health care delivery, 189
health care organization, 189
health economics and finance, 189
health law, 189
health policy, 189
quality of health care, 189
Credentialing, of the public health workforce, 206, 214
Crisis in the education of public health professionals, 243-256
federal support for schools of public health, 252
graduate programs in other schools of the university, 255-256
new life in the 1960s, 251-254
in public health schools and departments in the 1950s, 243-251
Cross-cultural sensitivity, 79
future of, 78-84
importance in M.P.H. programs, 17, 131
Cultural sensitivity, 78
Current status, of schools of public health, 51-60
D
Decision making and action, skills that foster collaborative control in, 90-91
Demographic transformations
in student bodies, 203-204
Dentistry, competency in, 275
Department of Health and Human Services (DHHS), 22, 157, 162
Bureau of Health Professions, 49
Office of Minority Health, 79
Department of Health, Education, and Welfare (DHEW), 47, 253-254
Deterioration in 2002 of state fiscal conditions, concern over, 153-154
Determinants of population health, 31-34.
See also Multiple determinants of health;
Social determinants of health
future of, 6
Dietetics, competency in, 273
Discipline-specific competency sets, 270-276
behavioral and social science, 275
biological science, 275
communications, 272
dentistry, 275
economics, 276
engineering, 272
environment, 271
epidemiology, 270
finance, 276
health education, 272
human resources, 273
informatics, 270-271
laboratory, 273
library and information science, 272-273
medicine, 274
nursing, 274-275
nutrition and dietetics, 273
pharmacy, 275
physical activity, 274
policy analysis, 276
program analysis and evaluation, 276
public health advisor, 275
Disease reemergence.
See also Chronic diseases
future of, 94
by means of the Internet, 56
See also Cultural competency
competency in, 277
of practice setting, 203
Doctoral research training in public health, 186
to include multiple determinants of health within the ecological model, 12, 115
Doll, Richard, 131
Duke University, 18
E
Ecological model of health, 5-7, 32-34, 168
doctoral research training in public health to include multiple determinants of health within, 12, 115
M.P.H. programs to emphasize, 17, 131
nursing schools to teach, 19
primary and secondary schools should integrate education in, 20, 144
schools of public health to develop voluntary certification of competence in, 8
schools of public health to make central, 10, 111
Economics, competency in, 276
Education for More Synergistic Practice of Medicine and Public Health, 132
Education of public health professionals, 109-116, 222-261.
See also Competency-based education
biomedical funding in the post-war era, 241-243
deepening crisis in, 243-256
federal funding for public health education, 231-234
founding of schools of public health, 225-231
the post-war years—moving toward accreditation, 235-240
threatened withdrawal of federal funds, 256-261
in the 20th century, 222-261
the war years, 234-235
Eisenhower, President Dwight D., 47, 251
Emergency preparedness, 67
Emergency response, competency in, 267-268
Emerging areas of practice, federal agencies to develop curricula in, 24, 164
Emerson, Haven, 235
Rollins School of Public Health, 55
Engineering, competency in, 272
Environment, competency in, 271
courses in, 187
minimum knowledge expected from a public health education, 212
Environmental opportunities and threats, 202-203
Environmental Protection Agency (EPA), 47, 162, 254
competency in, 270
minimum knowledge expected from a public health education, 212
Essential Public Health Services, 22-23, 146, 152-153, 162-163, 220
assessment, 153
assurance, 153
policy development, 153
serving all functions, 153
Ethical, legal, and social implications (ELSI) issues, 71-72
Ethics in public health, 2
courses in, 188
future of, 98-105
tensions in, 102
Evolution toward competency-based education, 205-206
Expert linkage approach, 81
F
Faculties for schools of public health, 16-17, 126-128
development in federal public health agencies, 160
Faculty exchanges, LHDs as partners with programs and schools of public health, 148-149
Farrand, Livingston, 233-234
Federal funding for public health education, 231-234, 252
threatened withdrawal of, 256-261
Federal public health agencies, 157-162.
See also Recommendations for federal agencies;
Recommendations for local, state, and federal health agencies
continuing education, 161
development of academic programs, 160
development of faculty, 160
modeling, 162
research, 159
support for students, 160-161
technology development, 161
Field placements, LHDs as partners with programs and schools of public health, 148
Finance, competency in, 276
First National Conference on Public Health Training, 46, 251
Fogarty, Representative John E., 251
Food and Drug Administration, ix-x, 44, 46-47, 52, 57, 66, 106, 127, 130, 163, 166, 234, 250-251, 253
Foundations of public health, courses in, 188
Framingham study, 84
Freeman, Allen, 231
Functional area competency sets, 268-270
leadership, 268-269
management, 269
secretary and support, 269-270
The Future of Public Health, x, 28-29, 50-51, 53-54, 56-57, 62, 121, 151, 190, 222, 259
Future of public health education, 5-8, 61-107
communication, 72-78
community-based participatory research, 84-93
cultural competency, 78-84
ethics, 98-105
factors contributing to disease reemergence, 94
genomics, 68-72
global health, 93-95
guide to the determinants of population health, 6
informatics, 62-68
policy and law, 95-98
Future role of schools of public health in educating public health professionals for the 21st century, 108-127
academic collaboration, 121-122
access to life-long learning, 122-125
collaboration with non-traditional programs, 115-116
community collaboration, 125-126
educating leaders in public health practice, 112-114
educating public health researchers, 114-115
education, 109-116
faculties for schools of public health, 126-128
policy, 120-121
transdisciplinary research, 117-120
G
Galdston, Iago, 239
Gebbie, Kristine, v, 191, 222, 283
competency in, 268
future of, 68-72
importance in M.P.H. programs, 17, 131
Genomics-based drugs, developments in, 36
Geographic Information System (GIS) applications, 56, 92
Global and National Implementation Plan for Public Health Workforce Development, 65, 214
Global health, 2
future of, 93-95
importance in M.P.H. programs, 17, 131
Globalization, challenge of, 34-35
Gordon, John E., 239
Gorgas, William, 131
Graduate Certificate Program (GCP), 55
Graduate nursing education, 139-140
and the job market, 140-141
Graduate programs
in accredited schools of public health, 183
in other schools of the university, 255-256
Guttmacher, Alan E., v, 165n, 286
H
Health.
See also Multiple determinants of health
social determinants of, 88-89
Health and Behavior: the Interplay of Biological, Behavioral, and Societal Influences, x
Health and society
courses in, 188
threats in modern world, 1
Health care delivery, courses in, 189
Health care organization, courses in, 189
Health economics and finance, courses in, 189
Health education
competency in, 272
courses in, 188
Health Education & Behavior (journal), 87
Health law, courses in, 189
Health maintenance organizations (HMOs), 133
Health policy, courses in, 189
Health Resources and Services Administration (HRSA), 22, 50, 124, 140, 157-159, 209
Public Health Training Centers, 209
Health services administration, 1, 62
minimum knowledge expected from a public health education, 212
Health services policy, courses in, 189
Healthy People 2010, 61, 72, 80, 208, 220
Hernandez, Lyla M., vi, x, 191
Higher Education for Public Health, 48, 257
Hill-Rhodes bill, 46, 246, 251
Hiring, of persons with a public health education, 200, 207, 211-212, 216, 219
History of public health education
from 1914-1939, 41-42
from 1935 to the present, 43-50
HIV/AIDS, 69, 93, 143, 150, 259
competency in, 277
Hospital Survey and Construction Act, 242
Human Genome Project, 36
Human resources, competency in, 273
Hume, John C., 256
I
Incentives, for public health training for LHD professionals, 147-148
competency in, 270-271
consumer health, 64
future of, 62-68
importance in M.P.H. programs, 17, 131
public health, 63-64
Information science, competency in, 272-273
Input. See Organizational input
Institutional Review Boards (IRBs), 103
Insurance, discrimination in, 36
International health, courses in, 188
Internet
distance learning by means of, 56, 261
rapid exchange of information on, 37
Intervention-oriented research, 12, 119
J
Johns Hopkins University, x, 46, 54, 228, 230-231
School of Hygiene and Public Health, 42, 52, 55-56, 60, 229, 231, 256
Johnson, President Lyndon B., 47, 253
Josiah Macy, Jr., Foundation, 132
K
Kass, Nancy, 101-102
Kellogg Foundation, 238
Knowledge required. See Minimum knowledge expected from persons with a public health education;
New knowledge for public health professionals
Knutson, John W., 250
Korstad, Robert, 244
L
Laboratory, competency in, 273
Lasker, Mary, 241
Law, competency in, 268
Leadership, competency in, 268-269
Leathers, Waller S., 231
Library science, competency in, 272-273
Life-long learning, access to, 14-15, 122-125, 196-197
Linking Research and Public Health Practice: A Review of CDC’s Program of Centers for Research and Demonstration of Health Promotion and Disease, x
Local public health agencies (or local health departments—LHDs), 21, 145-151.
See also Recommendations for local, state, and federal health agencies
activities and responsibilities, 145-146
field placements with, 148
incentives for public health training for professionals in, 147-148
local public health leadership, 149-151
as partners with programs and schools of public health, 148-149
research opportunities with, 149
staff and faculty exchanges with, 148-149
training and education in, 146-147
Local staff, program staff at state level working with, 155
Longnecker, Herbert, 256
Luginbuhl, Martha, 235
M
Mad cow disease, 95
Mahoney, Florence, 241
Maintenance workers, 264
Management, competency in, 269
Masters of Public Health (M.P.H.) programs, 9, 43, 48, 83, 90-91, 107, 109, 111, 113, 129-131
admission requirements for, 11, 114
to emphasize the ecological model, 17, 131
offered by schools of public health, 185
Maternal and child health (MCH)
competency in, 277
courses in, 188
McCollum, Elmer, 247
McGavran, Edward, 245-246
Medical schools, 17-18, 131-136.
See also Recommendations for medical schools
schools of public health to embrace public-health-related programs in, 14
Medical students. See Recommendations for medical students
Medical technology, challenge of, 35-38
Medicare and Medicaid, 152, 154
legislation establishing, 47, 252
Medicine
competency in, 274
traditional distinctions from public health, 133
Milbank Commission Report, 255, 259
Milbank Memorial Fund, 48, 257
Minimum knowledge expected from persons with a public health education , 200-201, 207-208, 212, 216, 219
biostatistics, 212
environmental health sciences, 212
epidemiology, 212
health services administration, 212
social and behavioral sciences, 212
Modeling, in federal public health agencies, 162
Multiple determinants of health
doctoral research training in public health to include, 12, 115
interactions among, 32
N
National Association of Social Workers (NASW), 79
National Associations of County and City Health Officials (NACCHO), ix-x, 21, 23, 106, 163, 216-218
National Coalition for Health Professional Education in Genetics, 70
National Commission for Health Education Credentialing (NCHEC), 106
National Conference of State Legislatures (NCSL), 153
National Environmental Health Association, 106
National Heart, Lung and Blood Institute (NHLBI), 86
National Institute of Environmental Health Sciences (NIEHS) , 85-87
National Institute of Occupational Safety and Health (NIOSH), 47, 166, 254
National Institutes of Health (NIH), 22, 25, 45, 97, 150, 157, 166, 209, 241, 254
to launch faculty development awards for population health, 25, 166
mentoring programs in the sciences, 83
National Institute of Environmental Health Sciences, 85-87
policy on ethnic minority research, 81
National League for Nursing Accrediting Commission, Inc., 138
National Library of Medicine, 66
National Organization of Nurse Practitioner Faculty (NONPF), 19, 139, 141
National Public Health Performance Standards (NPHPS), 21, 147-148, 156-157
Nelson, Russell, 256
New Horizons in Health, 125
New knowledge for public health
professionals, 203-204, 210, 214-215, 217-218, 221
changing fundamentals of practice, 205
credentialing of the public health workforce, 206, 214
demographic changes in student bodies, 203-204
diversity of practice setting, 203
evolution to competency-based education, 205-206
more interdisciplinary and interpersonal context for public health work, 204
Nixon, President Richard M., 48, 256
Non-traditional programs, collaboration with, 115-116
Northwest Center for Public Health Practice, 124
Nursing, competency in, 274-275
Nursing schools, 18-20, 136-142.
See also Recommendations for nursing schools
continuing role for, 141-142
graduate education, 139-140
graduate nursing education and the job market, 140-141
National Organization of Nurse Practitioner Faculty, 19
schools of public health to embrace public-health-related programs in, 14
undergraduate education, 138-139
Nursing student clinical training, the public health community to emphasize, 19, 141
Nutrition
competency in, 273
courses in, 188
O
Occupational classifications, 262-264
administrative support, 264
administrators, 262
paraprofessionals, 264
professionals, 262-263
protective service, 263
service and maintenance, 264
skilled craft workers, 264
technicians, 263
volunteers, 264
Occupational health, courses in, 187
Occupational Safety and Health Administration (OSHA), 47, 162, 254
Office of Equal Opportunity (OEO), 47, 253
Office of Minority Health, 79
Office of Workforce Policy and Planning (OWPP), 22, 57, 159
Organizational climate, 151-152
Organizational input, 199-221
Association of Schools of Public Health, 200-206
Association of State and Territorial Health Officials, 207-210
Centers for Disease Control and Prevention, 211-215
challenges facing public health education, 201-203, 209-210, 213-214, 217, 220-221
hiring persons with a public health education, 200, 207, 211-212, 216, 219
minimum knowledge expected from persons with a public health education, 200-201, 207-208, 212, 216, 219
most important areas for education for public health professionals, 201, 208-209, 212-213, 216-217, 219-220
National Associations of County and City Health Officials, 216-218
new knowledge public health professionals will require in the future, 203-204, 210, 214-215, 217-218, 221
Public Health Foundation, 219-221
P
Pan American Health Organization, 243
Paraprofessionals, 264
Parran, Thomas, 45, 231, 233, 240-243
Participatory research, 88, 119
Penicillin, 241
Pharmacy, competency in, 275
Philanthropic foundations, to fund new initiatives and experiments in public health education, 16, 128
Physical activity training, competency in, 274
Physical environment, courses in, 187
Planning, community-based organizations to work with schools of public health in their, 16, 197
Policy, 120-121.
See also Health policy
competency in analysis, 276
engagement in, 13
importance in M.P.H. programs, 17, 131
and law, future of, 1-2, 95-98
in schools of public health, 12-14
Policy development
for Essential Public Health Services, 62-63, 153
and implementation, 13, 121, 191-193
Policy-related activities, schools of public health to recognize and reward, 13, 121
Population-level health.
See also Ecological model of health
determinants of, 6
importance of focusing on, 1
the NIH to launch faculty development awards for, 25, 166
public health professionals focusing on, 29
Practice.
See also Supervised practice opportunities
changing fundamentals of, 205
diversity of settings, 203
federal agencies to develop partnerships in, 24, 164
placing greater emphasis on, 127
Prevention, 99n
Primary schools, to integrate education in an ecologically oriented view of health, 20, 144
Program analysis and evaluation, competency in, 276
Promoting Health: Intervention Strategies from Social and Behavioral Research, x
Protective service workers, 263
The public, schools of public health to spread scientific findings and knowledge to, 14, 121, 196-197
Public health.
See also Determinants of population health
ethical tensions within, 102
founding of schools of, 225-231
mandates and powers, 102
medical students to receive joint classes and clinical training in, 18, 135
medical students to receive training in the ecological approach to, 18, 135
principles of the ethical practice of, 100
a redirection of CDC extramural research funding toward awards in, 25, 166
traditional distinctions from medicine, 133
Public health advising, competency in, 275
Public health agencies, 20-25.
See also Schools of public health;
individual agency listings
Agency for Healthcare Research and Quality, 22, 25
American Public Health Association, 23
Association of Schools of Public Health, 23
Association of State and Territorial Health Officers, 23
Bureau of Health Professions, 22
Centers for Disease Control and Prevention, 22-23, 25
Department of Health and Human Services, 22
Essential Public Health Services, 22-23, 153
federal, 157-162
Health Resources and Services Administration, 22
local health departments, 21, 145-151
National Associations of County and City Health Officials, 21, 23
National Institutes of Health, 22, 25
National Public Health Performance Standards, 21
Office of Workforce Planning and Policy, 22
Public Health Practice Program Office, 22
Public Health Workforce Collaborative, 22
recommendations, 5-25, 162-168, 191-197
state, 151-157
state public health departments, 153
Substance Abuse and Mental Health Services Administration, 22
their roles in educating public health professionals, 145-167
Public Health Code of Ethics, 102
Public health communication
barriers to overcome in, 75-76
competency in, 76-78
defined, 73-74
strategies to facilitate, 74-75
Public health community, needing to emphasize nursing student clinical training, 19, 141
Public Health Data Standards Consortium (PHDSC), 67
Public health education
broadening the scope of, 57-58
deepening crisis in, 243-256
expansion of supervised practice opportunities and of sites for, 11, 113
federal funding for, 231-234
granting all undergraduates access to, 20, 141, 144, 195-196
local, state, and federal health agencies to develop plans assuring needs are met, 23, 163
medical students to receive basic, 18, 135
minimum knowledge expected from persons with, 200-201, 207-208, 212, 216, 219
need for in programs and schools, 129-144
philanthropic foundations to fund new initiatives and experiments in, 16, 128
Public health ethics, importance in M.P.H. programs , 17, 131
Public Health Faculty/Agency Forum, 52
Public health fellowship programs, federal agencies to fund, 24, 164
Public Health Foundation (PHF), x, 219-221
Public Health Informatics Competencies Working Group, 65
Public health informatics (PHI), 63-65
Public Health Nursing Section, 136
Public health practice
educating leaders in, 112-114
schools of public health to aim at preparing students for senior positions in, 10, 110
strengthening the link with, 52-54
Public Health Practice Program Office (PHPPO), 22, 158
Public Health Workforce Collaborative, 158
Public health professionals, 1-2, 29-30, 262-263
crisis in the education of, 243-256
educating in the 20th century, 222-261
federal agencies to support continued education and training of, 24, 165
focusing on population-level health, 29
local, state, and federal health agencies to ensure that public health leaders and managers are, 23, 163
most important areas for education for, 201, 208-209, 212-213, 216-217, 219-220
Public health programs
medical schools to partner with accredited, 18, 195-196
nursing schools to partner with accredited, 19, 142, 195-196
Public health research, a significant increase in support needed, 24-25, 166
Public health researchers, educating, 114-115
Public health schools, in the 1950s, 243-251
Public health students, federal agencies to improve practice experiences for, 24, 165
Public health system
the AHRQ to spearhead a new effort in researching, 25, 166
review of progress, 153
Public Health Training Centers, 209
Public Health Training Network (PHTN), 56, 161
Public health workforce
more interdisciplinary and interpersonal context for, 204
Public Health Workforce Development Collaborative , 22, 158, 209
Public meetings held, 278-282
Q
Quad Council of Public Health Nursing Organizations, 136
Quality of health care, courses in, 189
R
Racial and Ethnic Approach to Community Health (REACH) program, 88
Ramsey, Frank C., 257
Reagan, President Ronald, 48
Recommendations, 162-167, 191-197
for the AHRQ to spearhead a new effort in public health systems research, 25, 166
for all undergraduates to have access to public health education, 20, 141, 144, 195-196
for community-based organizations to work with schools of public health in their planning and teaching, 16, 197
for doctoral research training in public health to include multiple determinants of health within the ecological model, 12, 115
for expansion of supervised practice opportunities and of sites for public health education, 11, 113
for M.P.H. programs to institute curricular changes, 17, 131
for the NIH to launch faculty development awards for population health, 25, 166
for philanthropic foundations to fund new initiatives and experiments in public health education, 16, 128
for primary and secondary schools to integrate education in an ecologically oriented view of health, 20, 144
for the public health community to emphasize nursing student clinical training, 19, 141
for a redirection of CDC extramural research funding toward awards in public health, 25, 166
for a significant increase in public health research support, 24-25, 166
Recommendations for federal agencies
to develop academic and practice partnerships, 24, 164
to develop competencies and curricula in emerging areas of practice, 24, 164
to fund public health fellowship programs, 24, 164
to improve practice experiences for public health students, 24, 165
to support continued education and training of public health professionals, 24, 165
Recommendations for local, state, and federal health agencies
to assess public health workforce development needs, 23, 163
to create faculty and staff exchanges with public health education programs, 23, 163
to develop incentives to encourage continuing education, 23, 163
to develop plans assuring public health education and training needs are met, 23, 163
to ensure that public health leaders and managers are public health professionals, 23, 163
Recommendations for medical schools
to link with public health schools in the prevention and care of chronic diseases, 18, 136
to partner with accredited public health programs, 18, 195-196
Recommendations for medical students
to receive basic public health training, 18, 135
to receive joint classes and clinical training in public health, 18, 135
to receive training in the ecological approach to public health, 18, 135
Recommendations for nursing schools
to partner with accredited public health programs, 19, 142, 195-196
to teach the ecological model of health, 19
Recommendations for schools of public health
to aim at preparing students for senior positions in public health practice, 10, 110
to collaborate with other academic schools and departments, 14, 114, 122, 196-197
to collaborate with other academic units in transdisciplinary activities, 16, 126, 194-195
to develop voluntary certification of competence in the ecological approach to public health, 8
to embrace public-health-related programs in medical and nursing schools, 14
to enhance faculty involvement in policy development and implementation, 13, 121, 191-193
to implement reforms based on transdisciplinary research, 12, 120
to lead public policy discussions about the U.S. health care system and its future, 13, 121, 194
to make the ecological approach central, 10, 111
to participate in community-based research and service, 16, 126, 194
to participate in policy activities involving academics, 14, 121, 196-197
to provide access to life long learning opportunities for various health professionals, 15, 125, 196-197
to provide training in community-based public health activities, 16, 197
to recognize and reward policy-related activities, 13, 121
to reward faculty based on teaching excellence, 16, 127
to spread scientific findings and knowledge to the public, 14, 121, 196-197
Research.
See also Community-based participatory research
basic, applied, and participatory, 88
in federal public health agencies, 159
intervention-oriented, 12, 119
in schools of public health, 12
transdisciplinary, 11-12, 117-120
Research findings. See Organizational input
Research opportunities, LHDs as partners with programs and schools of public health, 149
Rhodes, Representative George M., 46, 251
Robert Wood Johnson Foundation (RWJF), ix, 27, 166, 190
Rockefeller Foundation, 42, 225, 227-228, 230-231
Rockefeller Sanitary Commission, 41, 226
Rose, Geoffrey, 142
Rosenau, Milton, 245
Rosenstock, Linda, v, 191, 283
Ryle, John, 239
S
Scheele, Leonard, 242
Scholarly contributions, assessing, 127
School of Public Health Survey Instrument, 190-198
on all undergraduates having access to public health education, 195-196
on community-based organizations working with schools of public health in their planning and teaching, 197
on medical schools partnering with accredited public health programs, 195-196
on nursing schools partnering with accredited public health programs, 195-196
on schools of public health collaborating with other academic schools and departments, 196-197
on schools of public health collaborating with other academic units in transdisciplinary activities, 194-195
on schools of public health enhancing faculty involvement in policy development and implementation, 191-193
on schools of public health leading public policy discussions about the U.S. health care system and its future, 194
on schools of public health participating in community-based research and service, 194
on schools of public health participating in policy activities involving academics, 196-197
on schools of public health providing access to life long learning opportunities for various health professionals, 196-197
on schools of public health providing training in community-based public health activities, 197
on schools of public health spreading scientific findings and knowledge to the public, 196-197
Schools of public health (SPH), 8-17, 51-60, 183-189, 201.
See also Federal funding for public health education;
Public health education;
Recommendations for schools of public health
academic collaboration, 14
access to life-long learning, 14-15
accredited, 8
broadening the scope of public health education, 57-58
community collaboration, 15-16
current status of, 51-60
education, 9-12
faculties for schools of public health, 16-17
federal support for, 252
graduate degrees available from accredited schools of public health, 183
international health programs of, 82
LHDs as partners with, 148-149
links with other departments and schools, 56-57
most offered courses among accredited schools in biostatistics, 187
most offered courses among accredited schools in community and behavioral health, 188
most offered courses among accredited schools in environmental and occupational health, 187
most offered courses among accredited schools in epidemiology, 186
most offered courses among accredited schools in health services policy and administration, 189
new training opportunities, 54-56
policy, 12-14
progress in, 51-60
schools by doctor’s degree, 186
schools by master’s degree, 185
schools requiring comprehensive exams at the master level, 184
strengthening the link with public health practice, 52-54
survey responses identifying challenges and opportunities, 58-60
Scientific technology, challenge of, 35-38
Secondary schools, to integrate education in an ecologically oriented view of health, 20, 144
Secretarial functions, competency in, 269-270
Service and maintenance workers, 264
Sexually transmitted diseases (STDs), competency in, 277
Shannon, James, 241
Shepard, William, 235
Skilled craft workers, 264
Skills training in CBPR and practice, 89-92
skills that foster collaborative control in decision making and action, 90-91
technical competencies research and evaluation, 91-92
Social and behavioral sciences, 1, 5, 62
minimum knowledge expected from a public health education, 212
Social determinants of health (SDOH), 88-89
Social Medicine: Its Derivations and Objectives, 239
Social protective factors (SPF), 89
Social Security Act of 1935, 43, 231, 233
Staff exchanges, LHDs as partners with programs and schools of public health, 148-149
Standards for Public Health Nursing Practice, 138
State fiscal conditions, concern for deterioration in 2002 of, 153-154
State public health agencies, 151-157.
See also Recommendations for local, state, and federal health agencies
National Public Health Performance Standards Program, 156-157
organizational climate, 151-152
responsibilities of state public health departments, 152-155
a window of opportunity, 155-156
State public health departments, 21
continuum of workforce development assessment activity, 154-155
Essential Public Health Services, 153
program staff at state level working with local staff, 155
responsibilities of, 152-155
review of the public health system’s progress, 153
State University of New York at Albany, 183
Strategic Plan for Public Health Workforce Development, 159, 212, 214
Student bodies, demographic changes in, 203-204
Students.
See also Nursing student clinical training;
Public health students;
Recommendations for medical students;
Undergraduate students
support from federal public health agencies, 160-161
Substance Abuse and Mental Health Services Administration (SAMHSA), 22, 157
Successful Models of Community-Based Participatory Research, 87
Supervised practice opportunities, for public health education, expansion of, 11, 113
Support for students, from federal public health agencies, 160-161
Support functions, competency in, 269-270
Survey responses, identifying challenges and opportunities, 58-60
T
Teaching
community-based organizations to work with schools of public health in, 16, 197
schools of public health to reward faculty based on excellence in, 16, 127
Teaching Cultural Competence in Health Care, 79
Technical competencies, research and evaluation, 91-92
Technicians, 263
Technology development.
See also Communication
in federal public health agencies, 161
Topical area competency sets, 267-268, 277
community-based health, 277
cultural diversity, 277
emergency response, 267-268
genomics, 268
law, 268
maternal and child health, 277
STDs and HIV, 277
Toxicology, courses in, 187
Training and education, in local health departments, 146-147
Transdisciplinary research, 11-12, 117-120, 128
schools of public health to collaborate with other academic units in, 16, 126, 194-195
schools of public health to implement reforms based on, 12, 120
School of Public Health and Tropical Medicine, 55
Twentieth century, education of public health professionals in, 222-261
Twenty-first century, future role of schools of public health in educating public health professionals for, 108-127
U
Undergraduate students, to have access to public health education, 20, 141, 144, 195-196
Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care, x
United States health care system, schools of public health to lead public policy discussions about its future, 13, 121, 194
United States public health education, 3
history and current status of, 41-60
United States Public Health Service, 43, 47, 227, 236, 241, 245, 253
United States Supreme Court, 143
University of Alabama, Birmingham, x, 54
University of Albany (SUNY), x, 54
University of California, Berkeley, x, 54, 134-135
University of California, Los Angeles, x, 54
School of Public Health, 83
University of California, San Francisco, 18, 134-135
University of Colorado, 140
University of Illinois, 140
University of Massachusetts, x, 54
University of Medicine and Dentistry of New Jersey, x, 54
University of Pittsburgh, x, 54
University of South Carolina, x, 54
University of Southern California, 135
University of Texas, Houston, x, 54
University of Washington, x, 48, 54
Northwest Center for Public Health Practice, 124
School of Public Health and Community Medicine, 56
University of Wyoming, 140
Urban planning field, 144
User Liaison Program (ULP), 66
V
Veterans Administration, 242
organizations of, 30
W
Wald, Lillian, 137
War on Poverty, 47
War years, public health education during, 234-235
Water quality, courses in, 187
Welch, William Henry, 228-229
West Nile virus, 112
Williams, Huntington, 231
Winslow, Charles-Edward A., 227, 240
Wolman, Abel, 249
Women, Infants, and Children (WIC) program, 88
Workforce development
continuum of assessment activity, 154-155
local, state, and federal health agencies to assess needs in public health, 23, 163
World Health Organization, 31
World Trade Center, terrorist attack on, 63
Y