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Rosemary M. Caron; Semra Aytur. Paradigm Shift Required for Population Health Improvement. Population Health Management 2021, 24, 423 -426.
AMA StyleRosemary M. Caron, Semra Aytur. Paradigm Shift Required for Population Health Improvement. Population Health Management. 2021; 24 (4):423-426.
Chicago/Turabian StyleRosemary M. Caron; Semra Aytur. 2021. "Paradigm Shift Required for Population Health Improvement." Population Health Management 24, no. 4: 423-426.
The novel coronavirus, SARS-CoV-2, responsible for the COVID-19 pandemic, has challenged healthcare systems globally. The health inequities experienced by immigrants, refugees, and racial/ethnic minorities have been aggravated during the COVID-19 pandemic. The socioeconomic, political, and demographic profile of these vulnerable populations places them at increased risk of contracting COVID-19 and experiencing significant morbidity and mortality. Thus, the burden of the COVID-19 pandemic is disproportionally higher among these at-risk groups. The purpose of this perspective is to: (1) highlight the interactions among the social determinants of health (SDoH) and their bi-directional relationship with the COVID-19 pandemic which results in the current syndemic and; (2) offer recommendations that consider an integrated approach to mitigate COVID-19 risk for marginalized populations in general. For these at-risk populations, we discuss how individual, structural, sociocultural, and socioeconomic factors interact with each other to result in a disparate risk to contracting and transmitting COVID-19. Marginalized populations are the world's collective responsibility. We recommend implementing the Essential Public Health Services (EPHS) framework to promote those systems and policies that enable optimal health for all while removing systemic and structural barriers that have created health inequities. The pledge of “Health for All” is often well-accepted in theory, but the intricacy of its practical execution is not sufficiently recognized during this COVID-19 syndemic and beyond.
Rosemary M. Caron; Amanda Rodrigues Amorim Adegboye. COVID-19: A Syndemic Requiring an Integrated Approach for Marginalized Populations. Frontiers in Public Health 2021, 9, 675280 .
AMA StyleRosemary M. Caron, Amanda Rodrigues Amorim Adegboye. COVID-19: A Syndemic Requiring an Integrated Approach for Marginalized Populations. Frontiers in Public Health. 2021; 9 ():675280.
Chicago/Turabian StyleRosemary M. Caron; Amanda Rodrigues Amorim Adegboye. 2021. "COVID-19: A Syndemic Requiring an Integrated Approach for Marginalized Populations." Frontiers in Public Health 9, no. : 675280.
Rosemary M. Caron. The U.S. Refugee Resettlement Conundrum. Peace Review 2020, 32, 527 -535.
AMA StyleRosemary M. Caron. The U.S. Refugee Resettlement Conundrum. Peace Review. 2020; 32 (4):527-535.
Chicago/Turabian StyleRosemary M. Caron. 2020. "The U.S. Refugee Resettlement Conundrum." Peace Review 32, no. 4: 527-535.
The landscape of higher education is dynamic and calls for faculty and academic administrators to not only prepare those entering the workforce with current skills, knowledge, and values but to do so in an environment that is resourceful with the tools, and personnel necessary to educate the citizenry. A critical component in achieving this noble mission is the role of the Department Chair, who spans both the academic and administrative environments. The Department Chair, whether at a public or private institution must serve multiple masters which include, senior academic administrators, departmental faculty, staff, students, parents, alumni, community partners, and donors. The challenges that arise while in this role are many, for example, budgetary, personnel, and academic program accreditation/certification. Successes also do occur as evidenced by enrollment and graduation rates, and sincere appreciation from those we have taught. The Department Chair role is essential and deserves to possess the authority necessary to make decisions that are in the best interest of students, faculty, and the academic programs offered. The purpose of this perspective is to offer recommendations, grounded in experience, that may assist the Department Chair in navigating productive tension that can arise while working in this role that is often paradoxical at times.
Rosemary M. Caron. Departmental Leadership: Navigating Productive Tension While in a Paradoxical Role. Frontiers in Education 2019, 4, 1 .
AMA StyleRosemary M. Caron. Departmental Leadership: Navigating Productive Tension While in a Paradoxical Role. Frontiers in Education. 2019; 4 ():1.
Chicago/Turabian StyleRosemary M. Caron. 2019. "Departmental Leadership: Navigating Productive Tension While in a Paradoxical Role." Frontiers in Education 4, no. : 1.
Rosemary M. Caron. Expansion of Coproduction in Health Care as a Population Health Management Approach. Population Health Management 2019, 22, 286 -288.
AMA StyleRosemary M. Caron. Expansion of Coproduction in Health Care as a Population Health Management Approach. Population Health Management. 2019; 22 (4):286-288.
Chicago/Turabian StyleRosemary M. Caron. 2019. "Expansion of Coproduction in Health Care as a Population Health Management Approach." Population Health Management 22, no. 4: 286-288.
Rosemary M. Caron; Ryan Joy O’Connor. Are We Practicing What We Are Taught in Health Professions’ Education? Coproducing Health Care. Journal of Patient Experience 2018, 5, 310 -313.
AMA StyleRosemary M. Caron, Ryan Joy O’Connor. Are We Practicing What We Are Taught in Health Professions’ Education? Coproducing Health Care. Journal of Patient Experience. 2018; 5 (4):310-313.
Chicago/Turabian StyleRosemary M. Caron; Ryan Joy O’Connor. 2018. "Are We Practicing What We Are Taught in Health Professions’ Education? Coproducing Health Care." Journal of Patient Experience 5, no. 4: 310-313.
The United States Department of Agriculture (USDA), Animal and Plant Health Inspection Service (APHIS), Wildlife Services National Rabies Management Program has conducted cooperative oral rabies vaccination (ORV) programs since 1997. Understanding the eco-epidemiology of raccoon (Procyon lotor) variant rabies (raccoon rabies) is critical to successful management. Pine (Pinus spp.)-dominated landscapes generally support low relative raccoon densities that may inhibit rabies spread. However, confounding landscape features, such as wetlands and human development, represent potentially elevated risk corridors for rabies spread, possibly imperiling enhanced rabies surveillance and ORV planning. Raccoon habitat suitability in pine-dominated landscapes in Massachusetts, Florida, and Alabama was modeled by the maximum entropy (Maxent) procedure using raccoon presence, and landscape and environmental data. Replicated (n = 100/state) bootstrapped Maxent models based on raccoon sampling locations from 2012–2014 indicated that soil type was the most influential variable in Alabama (permutation importance PI = 38.3), which, based on its relation to landcover type and resource distribution and abundance, was unsurprising. Precipitation (PI = 46.9) and temperature (PI = 52.1) were the most important variables in Massachusetts and Florida, but these possibly spurious results require further investigation. The Alabama Maxent probability surface map was ingested into Circuitscape for conductance visualizations of potential areas of habitat connectivity. Incorporating these and future results into raccoon rabies containment and elimination strategies could result in significant cost-savings for rabies management here and elsewhere.
Timothy P. Algeo; Dennis Slate; Rosemary M. Caron; Todd Atwood; Sergio Recuenco; Mark J. Ducey; Richard B. Chipman; Michael Palace. Modeling Raccoon (Procyon lotor) Habitat Connectivity to Identify Potential Corridors for Rabies Spread. Tropical Medicine and Infectious Disease 2017, 2, 44 .
AMA StyleTimothy P. Algeo, Dennis Slate, Rosemary M. Caron, Todd Atwood, Sergio Recuenco, Mark J. Ducey, Richard B. Chipman, Michael Palace. Modeling Raccoon (Procyon lotor) Habitat Connectivity to Identify Potential Corridors for Rabies Spread. Tropical Medicine and Infectious Disease. 2017; 2 (3):44.
Chicago/Turabian StyleTimothy P. Algeo; Dennis Slate; Rosemary M. Caron; Todd Atwood; Sergio Recuenco; Mark J. Ducey; Richard B. Chipman; Michael Palace. 2017. "Modeling Raccoon (Procyon lotor) Habitat Connectivity to Identify Potential Corridors for Rabies Spread." Tropical Medicine and Infectious Disease 2, no. 3: 44.
The Educated Citizen Initiative proposes that an understanding of public health issues is a core component of an educated citizenry and is essential to developing one’s societal responsibility. This initiative supports the Institute of Medicine’s recommendation that “all undergraduates should have access to education in public health.” Furthermore, the Liberal Education and America’s Promise (LEAP) framework developed by the Association of American Colleges and Universities supports the “integration of public health education into general and liberal education with an aim to produce an educated citizenry.” The LEAP framework is implemented by teaching about the role of social determinants in a population’s health status; the significance of personal and social responsibility; and providing skills for inquiry, critical thinking, problem solving, and evaluation. This article describes one university’s experience in generating an educated citizenry cognizant of comprehensive public health conflicts, thus contributing to both a local and global perspective on learning.
Rosemary M. Caron. The Educated Citizen and Global Public-Health Issues: One Model for Integration into the Undergraduate Curriculum. Frontiers in Public Health 2016, 4, 1 .
AMA StyleRosemary M. Caron. The Educated Citizen and Global Public-Health Issues: One Model for Integration into the Undergraduate Curriculum. Frontiers in Public Health. 2016; 4 ():1.
Chicago/Turabian StyleRosemary M. Caron. 2016. "The Educated Citizen and Global Public-Health Issues: One Model for Integration into the Undergraduate Curriculum." Frontiers in Public Health 4, no. : 1.
This chapter examines the role of the community in delivering health care to people with intellectual and developmental disabilities. The unit of the community is a core element of the practice of public health and in many locales is an underutilized environment in which to conduct activities concerned with promoting health and preventing disease to protect populations. Persons with disabilities and their caregivers are a public health issue that warrants further research to improve their health outcomes. Efforts reviewed here include the role of person-centered planning and community integration of such arrangements. The importance of one’s connection to community is discussed as it relates to the influence of social capital in improving health. In addition, the potential for community health workers as innovative providers of care is examined. Challenges and recommendations are presented for partnerships between academia and people with disabilities who are engaging in community-based participatory research efforts aimed at addressing local public health issues. Lastly, the role of community in preventing secondary conditions in people with disabilities is discussed. As health professionals, we need to consider the living environment of people with disabilities and not just the physical structure they occupy but their social connectedness to their community. We need to put more effort into improving community-based public health systems to provide essential public health services to this special population. Efforts should be directed towards a community-based approach that will have the most beneficial impact with the limited financial and human resources present at the community level.
Rosemary M. Caron. Systems of Health Care Delivery: Community Setting. Health Care for People with Intellectual and Developmental Disabilities across the Lifespan 2016, 185 -194.
AMA StyleRosemary M. Caron. Systems of Health Care Delivery: Community Setting. Health Care for People with Intellectual and Developmental Disabilities across the Lifespan. 2016; ():185-194.
Chicago/Turabian StyleRosemary M. Caron. 2016. "Systems of Health Care Delivery: Community Setting." Health Care for People with Intellectual and Developmental Disabilities across the Lifespan , no. : 185-194.
In concept and practice, public health casts a wide net, spanning assessment, intervention, and policy; education, prevention, and protection; public, private, and government entities. But key elements are often missing from the picture, including a clear understanding of public health and its goals by the general public, and specific public health education throughout the workforce. Public Health Practice responds to these and related challenges by elegantly summarizing the state of the field in an era of dwindling budgets, competing and overlapping services, and a shaky professional infrastructure. In keeping with public health goals set out by the CDC and other leading agencies, the author makes a real-world case for standardizing training, establishing best practices in the field, and coordinating public health systems with their healthcare counterparts. Theory, case examples, tools, and callout boxes highlight knowledge, preparation, and skills professionals need in addressing chronic issues and complex emergencies. Throughout, the emphasis is on greater competency and visibility for the profession, resulting in a more informed, healthier public. Featured in the coverage: Issues in defining the public health workforce. The state of public health education. Practicing and teaching public health: local, national, and international cases.Standardizing public health practice: benefits and challenges.Integrating public health and healthcare.The future of public health as seen from academia and the frontlines. Identifying urgent issues and providing cogent answers, Public Health Practice is a call to action for those involved in creating the next level of public health, including professors, practitioners, students, and administrators.
Rosemary M. Caron. Preparing the Public Health Workforce. Preparing the Public Health Workforce 2015, 1 .
AMA StyleRosemary M. Caron. Preparing the Public Health Workforce. Preparing the Public Health Workforce. 2015; ():1.
Chicago/Turabian StyleRosemary M. Caron. 2015. "Preparing the Public Health Workforce." Preparing the Public Health Workforce , no. : 1.
In this chapter, reputable academicians and practitioners of public health, who have been teaching and practicing for an average of 20 years in local and state government and public and private academic institutions, offer their view about public health education and practice today. Specifically, these professionals offer their insight into the greatest challenges they encounter in preparing the future public health workforce, recommendations for assuring competence in public health knowledge and skills, key lessons they think those who have chosen a public health career could benefit from knowing, as well as where limited public health resources should be directed. These key stakeholders completed a questionnaire which was comprised of 13 questions that took 15–30 min to complete. The questionnaire was approved by the University of New Hampshire’s Institutional Review Board. The participants’ responses to selected questions are summarized in an aggregate manner herein.
Rosemary M. Caron. The Future of the Public’s Health from the Perspective of Public Health Experts. Preparing the Public Health Workforce 2014, 115 -118.
AMA StyleRosemary M. Caron. The Future of the Public’s Health from the Perspective of Public Health Experts. Preparing the Public Health Workforce. 2014; ():115-118.
Chicago/Turabian StyleRosemary M. Caron. 2014. "The Future of the Public’s Health from the Perspective of Public Health Experts." Preparing the Public Health Workforce , no. : 115-118.
The adage “…if you’ve seen one local health department, you’ve seen one local health department” applies to this chapter. A consistent theme throughout this book is that public health is practiced differently based on the status of the public health system and infrastructure present in a given community. Thus, the way one public health department practices is just that, one way of fulfilling the public health mission. Standardizing public health practice is extremely challenging based on this reality. This chapter provides the current frameworks in place to assist local and state health departments with achieving accreditation. The public health field has called practitioners to heed this opportunity as it is one significant way in which we can improve the health of the populations of our communities. This chapter examines the concept of accreditation in public health, its benefits and challenges, the organizations and initiatives involved in developing this endeavor, as well as the current state of accreditation criteria and a representative example of a public health department that completed the accreditation process. The inherent relationship between accreditation and credentialing of the public health workforce is also discussed. An emerging partnership between academic institutions and public health practice communities is explored as a possible means to contribute to the accreditation process. Although the “rewards” are many and different for the academic and public health practice communities, they share the common goal of improving the community’s health utilizing their shared expertise and resources in a mutually beneficial manner. The accreditation process for public health departments raises the bar on our effectiveness and efficiency as public health practitioners—it is a call that must be answered.
Rosemary M. Caron. Standardizing Public Health Practice: Benefits and Challenges. Preparing the Public Health Workforce 2014, 95 -114.
AMA StyleRosemary M. Caron. Standardizing Public Health Practice: Benefits and Challenges. Preparing the Public Health Workforce. 2014; ():95-114.
Chicago/Turabian StyleRosemary M. Caron. 2014. "Standardizing Public Health Practice: Benefits and Challenges." Preparing the Public Health Workforce , no. : 95-114.
The Institute of Medicine (IOM) advised that keeping the public healthy required not only a well-educated and prepared public health workforce but also an educated citizenry, thus leading to its recommendation that “…all undergraduates should have access to education in public health” (Institute of Medicine (2003) Who will keep the public healthy? Educating public health professionals for the twenty-first century. National Academy Press, Washington, p. 144). To respond to this call, a wide breadth of knowledge, adaptable skills, principled values, and a sense of social responsibility is required to prepare the public health workforce and citizenry to effectively respond to the public health challenges of today’s society. This chapter describes several responses to this call prepared by academic institutions and public health professional associations. One approach involves preparing a population of undergraduate learners who possess “life tools” based in a liberal education viewpoint that enables them to improve the health of their society as educated citizens. Several national pathways to public health education are discussed including the Education for Health Framework; Educated Citizen and Public Health; public health majors, minors, certificates, and articulation agreements; and the role for community colleges in answering the IOM’s call to action. In addition, national public health education initiatives developed by the American Public Health Association, Association of Schools of Public Health, and the Association for Prevention Teaching and Research are described. Lastly, this chapter examines the importance of public health literacy not only for the undergraduate students but also its role in developing an educated citizenry.
Rosemary M. Caron. Public Health Education: Changing Times. Preparing the Public Health Workforce 2014, 41 -65.
AMA StyleRosemary M. Caron. Public Health Education: Changing Times. Preparing the Public Health Workforce. 2014; ():41-65.
Chicago/Turabian StyleRosemary M. Caron. 2014. "Public Health Education: Changing Times." Preparing the Public Health Workforce , no. : 41-65.
Public health is a multidisciplinary field that strives to fulfill the mission of promoting health, preventing disease, and protecting populations from health threats. Public health has been successful in achieving this mission as evidenced by the greatest public health achievements of the twentieth century. As a result of these achievements, we have enjoyed an increase in our life expectancy and quality of life. Despite these successes, however, the public health system is not uniform throughout communities, yet, is organized and functions according to community-specific resources. In these communities, there often exists a complementary, yet disparate health-care system. The Institute of Medicine poses a call to action to integrate these two systems so that longevity will continue to increase and health-care spending will decrease. However, the argument is made as to how this can only occur if these systems align and operate via shared core principles. Tools to help guide the development of healthy populations, via a comprehensive approach, are described. Lastly, to practice public health is to engage in lifelong learning, and part of this process is to participate in the activities of professional associations, in order to keep current on evidence-based practice, network with colleagues, and engage in leadership opportunities. This chapter presents an overview of the field of public health and how this system must integrate with the health-care system, in order to continue to fulfill its mission of assuring healthy populations. The information presented herein is done so from the viewpoint of both the public health practitioner and educator, and is worthy of review and consideration whether one is a public health student and/or in the early, mid-, or late stages of one’s public health career.
Rosemary M. Caron. Introduction and Overview. Preparing the Public Health Workforce 2014, 1 -20.
AMA StyleRosemary M. Caron. Introduction and Overview. Preparing the Public Health Workforce. 2014; ():1-20.
Chicago/Turabian StyleRosemary M. Caron. 2014. "Introduction and Overview." Preparing the Public Health Workforce , no. : 1-20.
The vision presented here is a multifaceted one in that education, research, and implementation of public health knowledge and skills is an evolutionary process. At the turn of the twentieth century, could public health practitioners have predicted the great public health achievements we enjoy today? What will be the great public health achievements of the twenty-first century? This chapter highlights four key areas for which I propose public health educators and practitioners need to focus their effort and resources: public health services and systems research, interprofessional education, health impact assessment, and the integration of the public health and health-care systems. These are topic areas that are each worthy of whole texts devoted to their definition, utility, measurable outcomes, and potential implications on population health. My intent here is to offer an introduction to these relatively new areas for public health education and practice. Considered together, these public health areas integrate research, assessment, multidisciplinary collaboration, and a joining of systems to fulfill the public health mission. These are the “tools” of the twenty-first-century public health educator and practitioner. As we embark on a new era of health care in the USA, public health is an essential component, yet many health-care administrators and providers are unclear as to how to manage the health of their patient populations. I propose that public health and health-care professionals look to the “tools” presented herein as a vision or guide as they assess the efficiency and effectiveness of health-care delivery, evaluate accountability, while striving to improve quality of care, reduce costs, and ultimately contribute to healthy populations living in healthy communities.
Rosemary M. Caron. Vision for Public Health Practice in the Twenty-First Century: Target Improvement Areas. Preparing the Public Health Workforce 2014, 119 -130.
AMA StyleRosemary M. Caron. Vision for Public Health Practice in the Twenty-First Century: Target Improvement Areas. Preparing the Public Health Workforce. 2014; ():119-130.
Chicago/Turabian StyleRosemary M. Caron. 2014. "Vision for Public Health Practice in the Twenty-First Century: Target Improvement Areas." Preparing the Public Health Workforce , no. : 119-130.
The following four cases represent events that actually occurred at the local, statewide, national, and international levels. A general, succinct overview is provided of each case with references listed should the reader want to access additional resource materials. The concise format of these cases is intended to generate questions. Following the general overview of each case, I examine the lessons learned from the practitioner and educator perspective and I list the skills necessary to address the issues in the case. The reader will note that there are skills that are essential for the public health practitioner to master, whether one is in an internship, entry-level position, or the director of a public health organization and so these skills are consistently listed. I encourage the reader to regularly keep abreast of the news locally and abroad and to set aside time before a staff meeting or supervisory group meeting, or use the first few minutes of a class to discuss these issues. Ask your workforce or students, “Are we ready to handle such an event if it were to occur here?”; “What resources would we need to have accessible?”; “Have we partnered with the correct agencies in the community?”; “Do we have an established, trusted presence in the community?”; “Who else do we need on our team?”; “Do we need training in a specialty area, e.g., emergency preparedness?”; “What skills have we mastered and what skills do we need to obtain?” The discussion-based questions are endless but one runs the risk of not being prepared, either individually, or in their agency, should they not discuss how public health events are occurring around us daily. I encourage you to adapt these selected cases to use in your organization and/or classroom. Discussing these issues and reviewing the lessons learned will only help us to be better prepared public health practitioners and educators of public health students.
Rosemary M. Caron. Public Health Lessons: Practicing and Teaching Public Health. Preparing the Public Health Workforce 2014, 67 -93.
AMA StyleRosemary M. Caron. Public Health Lessons: Practicing and Teaching Public Health. Preparing the Public Health Workforce. 2014; ():67-93.
Chicago/Turabian StyleRosemary M. Caron. 2014. "Public Health Lessons: Practicing and Teaching Public Health." Preparing the Public Health Workforce , no. : 67-93.
Terms such as the public health workforce, certification, credentialing, and competencies comprise the “language” of public health practice but the challenges involved in preparing the public health workforce are extensive and range from not only defining the public health workforce but also identifying in what areas students and practitioners of this field should demonstrate competence. The challenges presented herein are not exaggerated but are very real for many public health systems. A broad view is one in which the public health worker is an individual who works to achieve the essential public health services. Yet, there are many public health practitioners who lack the Master of Public Health (MPH) degree and recent public health graduates who lack field experience. The Council on Linkages between Academia and Public Health Practice serves as our beacon for preparing a competent public health workforce. This body developed competencies in the core public health areas for the entry-level practitioner, program manager, and senior executive. This is our blueprint from which to start implementing some form of standardization in the public health workforce. A related controversial topic for many in public health practice and education has been the Certified in Public Health (CPH) credential. This is a relatively new option for public health students and graduates, and more recently for those who have an MPH degree and have been practicing public health for a while, to further assist with professionalizing the field. This chapter examines who comprises the public health workforce, issues inherent in enumerating the public health workforce, the Institute of Medicine (IOM)’s call to action to correct a dysfunctional public health system by preparing the public health workforce via education and training, and what initiatives contribute to developing a competent public health workforce.
Rosemary M. Caron. Public Health Workforce. Preparing the Public Health Workforce 2014, 21 -40.
AMA StyleRosemary M. Caron. Public Health Workforce. Preparing the Public Health Workforce. 2014; ():21-40.
Chicago/Turabian StyleRosemary M. Caron. 2014. "Public Health Workforce." Preparing the Public Health Workforce , no. : 21-40.
Rosemary M. Caron. Population Health Management. Academic Medicine 2014, 89, 698 .
AMA StyleRosemary M. Caron. Population Health Management. Academic Medicine. 2014; 89 (5):698.
Chicago/Turabian StyleRosemary M. Caron. 2014. "Population Health Management." Academic Medicine 89, no. 5: 698.
The way in which we prepare future public health professionals is changing because of the digital age. Online education is expanding the accessibility of public health training to students and practitioners with diverse backgrounds. Online courses offer many advantages for students, including flexible schedules, elimination of commuting time, and fostering interactions among students and the instructor. A few disadvantages of online courses for the student can include a feeling of isolation, difficulty adjusting to the time-intensive nature, and the required self-discipline to regularly tend to online course materials that immature and working students can find challenging. For faculty who are faced with teaching epidemiology in these changing times of the traditional face-to-face classroom and the virtual classroom, the core teaching principles of this science of public health remain unchanged, yet how they are delivered in the online environment adds a layer of complexity not previously encountered. This paper presents practical considerations for faculty who will be teaching online and their students who will be learning online. In addition, a framework for an online epidemiology course is presented as a model by which faculty interested in teaching epidemiology online can modify the course structure, content, and assessment tools to fit their needs
Rosemary M. Caron. Teaching epidemiology in the digital age: considerations for academicians and their students. Annals of Epidemiology 2013, 23, 576 -579.
AMA StyleRosemary M. Caron. Teaching epidemiology in the digital age: considerations for academicians and their students. Annals of Epidemiology. 2013; 23 (9):576-579.
Chicago/Turabian StyleRosemary M. Caron. 2013. "Teaching epidemiology in the digital age: considerations for academicians and their students." Annals of Epidemiology 23, no. 9: 576-579.
The Institute of Medicine’s report, Who Will Keep the Public Healthy? Educating Public Health Professionals for the 21st Century, recommended that public health education be accessible to undergraduate students. Promoting access to public health education will ideally contribute to a well-educated public health workforce, thus assuring the fulfillment of the public health mission. In response to this call to action, the authors examined the current practice, feasibility, and value in developing a functional partnership between academic institutions and local boards of health in preparing future public health professionals. Local boards of health in New England were surveyed to: (1) establish a baseline of existing working relationships between them and nearby academic institutions; (2) examine the barriers that inhibit the development of their collaborations with academic partners; and (3) assess how they jointly advance public health workforce development. Despite the main barriers of a lack of time, staff, and funding that are often cited for the absence of collaborations between institutions, one New England state, in particular, reported that their academic institution and local board of health partnerships were important and effective. The authors discuss how academic-practice collaborations hold the potential to combine basic public health principles with leadership and governance experience offered by local boards of health. Such partnerships are underutilized and have the potential to integrate core public health concepts while facilitating applied experiential learning opportunities in a professional public health setting, thus contributing to the development of the future public health workforce.
Rosemary M. Caron; Marc D. Hiller; William J. Wyman. Public Health System Partnerships: Role for Local Boards of Health in Preparing the Future Public Health Workforce. Journal of Community Health 2013, 39, 29 -34.
AMA StyleRosemary M. Caron, Marc D. Hiller, William J. Wyman. Public Health System Partnerships: Role for Local Boards of Health in Preparing the Future Public Health Workforce. Journal of Community Health. 2013; 39 (1):29-34.
Chicago/Turabian StyleRosemary M. Caron; Marc D. Hiller; William J. Wyman. 2013. "Public Health System Partnerships: Role for Local Boards of Health in Preparing the Future Public Health Workforce." Journal of Community Health 39, no. 1: 29-34.