Base de dados : MEDLINE
Pesquisa : I02.358.556 [Categoria DeCS]
Referências encontradas : 708 [refinar]
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[PMID]:29236538
[Au] Autor:Ruth BJ; Wachman MK; Marshall JW; Backman AR; Harrington CB; Schultz NS; Ouimet KJ
[Ad] Endereço:Betty J. Ruth, Madeline K. Wachman, Calla B. Harrington, and Kaitlyn J. Ouimet are with Boston University School of Social Work, Boston, MA. Jamie W. Marshall is with the Group for Public Health Social Work Initiatives, Boston. Allison R. Backman and Neena S. Schultz are with Boston University Schoo
[Ti] Título:Health in All Social Work Programs: Findings From a US National Analysis.
[So] Source:Am J Public Health;107(S3):S267-S273, 2017 Dec.
[Is] ISSN:1541-0048
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:OBJECTIVES: To establish a baseline of health content in 4 domains of US social work education-baccalaureate, master's, doctoral, and continuing education programs-and to introduce the Social Work Health Impact Model, illustrating social work's multifaceted health services, from clinical to wide-lens population health approaches. METHODS: We analyzed US social work programs' Web site content to determine amount and types of health content in mission statements, courses, and specializations. Coding criterion determined if content was (1) health or health-related (HHR) and (2) had wide-lens health (WLH) emphasis. A second iteration categorized HHR and WLH courses into health topics. RESULTS: We reviewed 4831 courses. We found broad HHR content in baccalaureate, master's, and continuing education curricula; doctoral programs had limited health content. We identified minimal WLH content across all domains. Topical analysis indicated that more than 50% of courses concentrated on 3 areas: mental and behavioral health, abuse and violence, and substance use and addictions. CONCLUSIONS: As a core health profession, social work must strengthen its health and wide-lens content to better prepare graduates for integrated practice and collaboration in the changing health environment.
[Mh] Termos MeSH primário: Educação Profissional em Saúde Pública/estatística & dados numéricos
Serviço Social/educação
Assistentes Sociais/educação
[Mh] Termos MeSH secundário: Educação Baseada em Competências/organização & administração
Aconselhamento/educação
Currículo
Ocupações em Saúde/educação
Seres Humanos
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171227
[Lr] Data última revisão:
171227
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE
[do] DOI:10.2105/AJPH.2017.304034


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[PMID]:28822211
[Au] Autor:Kim TE; Shankel T; Reibling ET; Paik J; Wright D; Buckman M; Wild K; Ngo E; Hayatshahi A; Nguyen LH; Denmark TK; Thomas TL
[Ad] Endereço:Associate Professor and Associate Medical Director, Department of Emergency Medicine, Loma Linda University, Loma Linda, California.
[Ti] Título:Healthcare students interprofessional critical event/disaster response course.
[So] Source:Am J Disaster Med;12(1):11-26, 2017.
[Is] ISSN:1932-149X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:OBJECTIVE: Numerous disasters confirm the need for critical event training in healthcare professions. However, no single discipline works in isolation and interprofessional learning is recognized as a necessary component. An interprofessional faculty group designed a learning curriculum crossing professional schools. DESIGN: Faculty members from four healthcare schools within the university (nursing, pharmacy, allied health, and medicine) developed an interdisciplinary course merging both published cross-cutting competencies for critical event response and interprofessional education competencies. SETTING: Students completed a discipline-specific online didactic course. Interdisciplinary groups then participated in a 4-hour synchronous experience. This live course featured high-fidelity medical simulations focused on resuscitation, as well as hands-on modules on decontamination and a mass casualty triage incorporating moulaged standardized patients in an active shooter scenario. PARTICIPANTS: Participants were senior students from allied health, medicine, nursing, and pharmacy. MAIN OUTCOME MEASURES: Precourse and postcourse assessments were conducted online to assess course impact on learning performance, leadership and team development, and course satisfaction. RESULTS: Students participated were 402. Precourse and postcourse evaluations showed improvement in team participation values, critical event knowledge, and 94 percent of participants reported learning useful skills. Qualitative responses evidenced positive response; most frequent recurring comments concerned value of interprofessional experiences in team communication and desire to incorporate this kind of education earlier in their curriculum. Students demonstrated improvement in both knowledge and attitudes in a critical event response course that includes interprofessional instruction and collaboration. Further study is required to demonstrate sustained improvement as well as benefit to clinical outcomes.
[Mh] Termos MeSH primário: Instrução por Computador
Medicina de Desastres/educação
Educação Profissionalizante/organização & administração
Medicina de Emergência/educação
Competência Profissional
[Mh] Termos MeSH secundário: Ocupações Relacionadas com Saúde
Atitude do Pessoal de Saúde
Currículo
Educação Médica/organização & administração
Educação em Enfermagem/organização & administração
Educação Profissional em Saúde Pública/organização & administração
Feminino
Seres Humanos
Relações Interprofissionais
Masculino
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171103
[Lr] Data última revisão:
171103
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170820
[St] Status:MEDLINE


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[PMID]:28640683
[Au] Autor:Erwin PC; Brownson RC
[Ad] Endereço:Paul Campbell Erwin is with the Department of Public Health, University of Tennessee, Knoxville. Ross C. Brownson is with the Prevention Research Center in St. Louis and the Washington University School of Medicine, Washington University in St. Louis, St. Louis, MO.
[Ti] Título:The Public Health Practitioner of the Future.
[So] Source:Am J Public Health;107(8):1227-1232, 2017 Aug.
[Is] ISSN:1541-0048
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The requisite capacities and capabilities of the public health practitioner of the future are being driven by multiple forces of change, including public health agency accreditation, climate change, health in all policies, social media and informatics, demographic transitions, globalized travel, and the repercussions of the Affordable Care Act. We describe five critical capacities and capabilities that public health practitioners can build on to successfully prepare for and respond to these forces of change: systems thinking and systems methods, communication capacities, an entrepreneurial orientation, transformational ethics, and policy analysis and response. Equipping the public health practitioner with the requisite capabilities and capacities will require new content and methods for those in public health academia, as well as a recommitment to lifelong learning on the part of the practitioner, within an increasingly uncertain and polarized political environment.
[Mh] Termos MeSH primário: Educação Profissional em Saúde Pública
Prática de Saúde Pública
[Mh] Termos MeSH secundário: Comunicação
Contrato de Risco
Ética Profissional
Política de Saúde
Competência Profissional
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170724
[Lr] Data última revisão:
170724
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:170623
[St] Status:MEDLINE
[do] DOI:10.2105/AJPH.2017.303823


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[PMID]:28352496
[Au] Autor:Nelson-Hurwitz DC; Arakaki LA; Uemoto M
[Ad] Endereço:University of Hawai'i at Manoa, Office of Public Health Studies, Honolulu, HI.
[Ti] Título:Insights in Public Health: Training Today's Students to Meet Tomorrow's Challenges: Undergraduate Public Health at the University of Hawai'i at Manoa.
[So] Source:Hawaii J Med Public Health;76(3):89-93, 2017 Mar.
[Is] ISSN:2165-8242
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The University of Hawai'i at Manoa (UHM) has long provided public health graduate education. The University's Office of Public Health Studies (OPHS) has recently started to offer a Bachelor of Arts in Public Health (BA PH) degree in response to the growing need for professionals in the health field. The purpose of this paper is to describe how UHM operates the BA PH and how the program complements OPHS's mission and goals. First, we describe the overall scope of the BA PH within OPHS and within UHM. Then we provide examples of how the BA PH program and past undergraduate student projects align with OPHS's four main goals: (1) education, (2) research, (3) service, and (4) program development.
[Mh] Termos MeSH primário: Educação Profissional em Saúde Pública/organização & administração
Universidades/organização & administração
[Mh] Termos MeSH secundário: Hawaii
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171030
[Lr] Data última revisão:
171030
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170330
[St] Status:MEDLINE


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[PMID]:28196493
[Au] Autor:Wang N; Jia J; Wu K; Wang Y; Zhang C; Cao W; Duan L; Wang Z
[Ad] Endereço:School of Public Health, Peking University, Beijing, China.
[Ti] Título:Factors that influence full-time MPH Students' willingness in China: would You apply again for an MPH graduate degree if you had another opportunity?
[So] Source:BMC Med Educ;17(1):39, 2017 Feb 14.
[Is] ISSN:1472-6920
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Current and emerging challenges to public health in the 21st century are vastly different from those faced in previous centuries. And the shortage of health personnel and their low level of educational qualifications hindered the development of Chinese public health services. In order to fulfill this requirement, the Ministry of Education initiated a full-time, Master of Public Health (MPH) graduate programme in 2009. This study aimed to evaluate the level of graduate students' satisfaction with full-time Master of Public Health (MPH) education in China, and whether they would apply again for an MPH graduate degree if they had another opportunity to do so, as well as to identify the factors influencing their decision-making process. METHODS: An anonymous, web-based survey questionnaire containing 61 items was distributed to 702 MPH students in 35 universities or colleges. The questions covered the categories of student admission, training goals, lecture courses, practical training, research activities and mentorship. Levels of satisfaction were compared between MPH students who would choose MPH again as their graduate degree if they had another opportunity to do so and those who would not. Key influencing factors of training satisfaction were identified using logistic regression models. RESULTS: A total of 65.10% of the participants would apply again for MPH education if they had another opportunity to do so. The factors influencing students' willingness included their university type, the time since admission and their initial willingness. In addition, the four common factors (admissions & lecture courses, research activities & mentorship, practical training and training goals) emerging from factor analysis were all significantly positively correlated with student willingness (p < 0.001). CONCLUSIONS: Most MPH students surveyed were highly satisfied with their MPH education and, although they advocated for improvements and reforms in some aspects, they would still choose MPH as their graduate degree again if they had another opportunity to do so.
[Mh] Termos MeSH primário: Centros Médicos Acadêmicos
Educação de Pós-Graduação em Medicina
Educação Profissional em Saúde Pública/normas
Saúde Pública/educação
Estudantes de Medicina/psicologia
[Mh] Termos MeSH secundário: Centros Médicos Acadêmicos/organização & administração
Acreditação
China
Currículo
Educação de Pós-Graduação em Medicina/normas
Educação Profissional em Saúde Pública/organização & administração
Seres Humanos
Satisfação Pessoal
Desenvolvimento de Programas
Estudantes de Medicina/estatística & dados numéricos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1705
[Cu] Atualização por classe:170531
[Lr] Data última revisão:
170531
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170216
[St] Status:MEDLINE
[do] DOI:10.1186/s12909-017-0873-8


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[PMID]:27841059
[Au] Autor:de Jong N; Krumeich JS; Verstegen DM
[Ad] Endereço:a Department of Educational Development and Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences , Maastricht University , Maastricht , The Netherlands.
[Ti] Título:To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs.
[So] Source:Med Teach;39(2):203-211, 2017 Feb.
[Is] ISSN:1466-187X
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:INTRODUCTION: Maastricht University has been actively exploring blended learning approaches to PBL in Health Master Programs. Key principles of PBL are, learning should be constructive, self-directed, collaborative, and contextual. The purpose is to explore whether these principles are applicable in blended learning. METHODS: The programs, Master of Health Services Innovation (case 1), Master Programme in Global Health (case 2), and the Master of Health Professions Education (case 3), used a Virtual Learning Environment for exchanging material and were independently analyzed. Quantitative data were collected for cases 1 and 2. Simple descriptive analyses such as frequencies were performed. Qualitative data for cases 1 and 3 were collected via (focus group) interviews. RESULTS: All PBL principles could be recognized in case 1. Case 2 seemed to be more project-based. In case 3, collaboration between students was not possible because of a difference in time-zones. Important educational aspects: agreement on rules for (online) sessions; visual contact (student-student and student-teacher), and frequent feedback. CONCLUSION: PBL in a blended learning format is perceived to be an effective strategy. The four principles of PBL can be unified in PBL with a blended learning format, although the extent to which each principle can be implemented can differ.
[Mh] Termos MeSH primário: Simulação por Computador
Comportamento Cooperativo
Educação Profissional em Saúde Pública/organização & administração
Aprendizagem Baseada em Problemas/organização & administração
[Mh] Termos MeSH secundário: Seres Humanos
Interface Usuário-Computador
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171010
[Lr] Data última revisão:
171010
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161115
[St] Status:MEDLINE
[do] DOI:10.1080/0142159X.2016.1248915


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[PMID]:28406107
[Au] Autor:Diug B; Kendal E; Ilic D
[Ad] Endereço:Department of Epidemiology and Preventive Medicine, Medical Education Research and Quality Unit, School of Public Health and Preventive Medicine, Monash University, Melbourne, Australia.
[Ti] Título:Evaluating the use of twitter as a tool to increase engagement in medical education.
[So] Source:Educ Health (Abingdon);29(3):223-230, 2016 Sep-Dec.
[Is] ISSN:1469-5804
[Cp] País de publicação:India
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Social media is regularly used by undergraduate students. Twitter has a constant feed to the most current research, news and opinions of experts as well as organisations. Limited evidence exists that examines how to use social media platforms, such as Twitter, effectively in medical education. Furthermore, there is limited evidence to inform educators regarding social media's potential to increase student interaction and engagement. AIM: To evaluate whether social media, in particular Twitter, can be successfully used as a pedagogical tool in an assessment to increase student engagement with staff, peers and course content. METHODS: First year biomedical science students at Monash University completing a core public health unit were recruited into the study. Twitter-related activities were incorporated into the semester long unit and aligned with both formative and summative assessments. Students completed a structured questionnaire detailing previous use of social media and attitudes towards its use in education post engagement in the Twitter-specific activities. Likert scale responses compared those who participated in the Twitter activities with those who did not using student's t-test. RESULTS: A total of 236 (79.4%) of invited students participated in the study. Among 90% of students who reported previous use of social media, 87.2% reported using Facebook, while only 13.1% reported previous use of Twitter. Social media was accessed most commonly through a mobile device (49.1%). Students actively engaging in Twitter activities had significantly higher end-of-semester grades compared with those who did not [Mean Difference (MD) = 3.98, 95% CI 0.40, 7.55]. Students perceived that the use of Twitter enabled greater accessibility to staff, was a unique method of promoting public health, and facilitated collaboration with peers. DISCUSSION: Use of social media as an additional, or alternate, teaching intervention is positively supported by students. Specific use of micro-blogs such as Twitter can promote greater student-staff engagement by developing an ongoing academic conversation.
[Mh] Termos MeSH primário: Blogging
Educação Médica/métodos
Mídias Sociais
[Mh] Termos MeSH secundário: Educação Profissional em Saúde Pública
Feminino
Seres Humanos
Masculino
Estudantes Pré-Médicos
Inquéritos e Questionários
Vitória
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170926
[Lr] Data última revisão:
170926
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170414
[St] Status:MEDLINE
[do] DOI:10.4103/1357-6283.204216


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[PMID]:27694371
[Au] Autor:Rivera L; Starry B; Gangi C; Lube LM; Cedergren A; Whitney E; Rees K
[Ad] Endereço:University of Wisconsin-La Crosse, La Crosse, WI, USA.
[Ti] Título:From Classroom to Capitol: Building Advocacy Capacity Through State-Level Advocacy Experiences.
[So] Source:Health Promot Pract;17(6):771-774, 2016 Nov.
[Is] ISSN:1524-8399
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:This commentary provides insight from Community Health Education and Master of Public Health students on the benefits of participating in a state-level Advocacy Experience and provides a theoretical framework for increased advocacy intention among students as a result of participating in a state-level Advocacy Experience. Providing students the opportunity to translate what they learn about advocacy in the classroom into advocacy in action with policy makers is vital to the career development of our future health education professionals and is key to increasing advocacy capacity within our profession. This article builds on previous work from emerging public health professionals highlighting the role of policy advocacy in professional development and provides additional perspectives from the next generation of health education specialists.
[Mh] Termos MeSH primário: Educação Profissional em Saúde Pública/organização & administração
Educadores em Saúde/educação
Educadores em Saúde/psicologia
Defesa do Paciente
Governo Estadual
[Mh] Termos MeSH secundário: Pessoal Administrativo
Educação em Saúde/organização & administração
Promoção da Saúde/organização & administração
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171108
[Lr] Data última revisão:
171108
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161004
[St] Status:MEDLINE


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[PMID]:27549226
[Au] Autor:Zwanikken PA; Alexander L; Scherpbier A
[Ad] Endereço:Royal Tropical Institute, Mauritskade 63, Amsterdam, The Netherlands. P.Zwanikken@kit.nl.
[Ti] Título:Impact of MPH programs: contributing to health system strengthening in low- and middle-income countries?
[So] Source:Hum Resour Health;14(1):52, 2016 Aug 22.
[Is] ISSN:1478-4491
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: The "health workforce" crisis has led to an increased interest in health professional education, including MPH programs. Recently, it was questioned whether training of mid- to higher level cadres in public health prepared graduates with competencies to strengthen health systems in low- and middle-income countries. Measuring educational impact has been notoriously difficult; therefore, innovative methods for measuring the outcome and impact of MPH programs were sought. Impact was conceptualized as "impact on workplace" and "impact on society," which entailed studying how these competencies were enacted and to what effect within the context of the graduates' workplaces, as well as on societal health. METHODS: This is part of a larger six-country mixed method study; in this paper, the focus is on the qualitative findings of two English language programs, one a distance MPH program offered from South Africa, the other a residential program in the Netherlands. Both offer MPH training to students from a diversity of countries. In-depth interviews were conducted with 10 graduates (per program), working in low- and middle-income health systems, their peers, and their supervisors. RESULTS: Impact on the workplace was reported as considerable by graduates and peers as well as supervisors and included changes in management and leadership: promotion to a leadership position as well as expanded or revitalized management roles were reported by many participants. The development of leadership capacity was highly valued amongst many graduates, and this capacity was cited by a number of supervisors and peers. Wider impact in the workplace took the form of introducing workplace innovations such as setting up an AIDS and addiction research center and research involvement; teaching and training, advocacy, and community engagement were other ways in which graduates' influence reached a wider target grouping. Beyond the workplace, an intersectoral approach, national reach through policy advisory roles to Ministries of Health, policy development, and capacity building, was reported. Work conditions and context influenced conduciveness for innovation and the extent to which graduates were able to have effect. Self-selection of graduates and their role in selecting peers and supervisors may have resulted in some bias, some graduates could not be traced, and social acceptability bias may have influenced findings. CONCLUSIONS: There was considerable impact at many levels; graduates were perceived to be able to contribute significantly to their workplaces and often had influence at the national level. Much of the impact described was in line with public health educational aims. The qualitative method study revealed more in-depth understanding of graduates' impact as well as their career pathways.
[Mh] Termos MeSH primário: Atitude do Pessoal de Saúde
Assistência à Saúde
Países em Desenvolvimento
Educação de Pós-Graduação
Educação Profissional em Saúde Pública
Saúde Pública/educação
[Mh] Termos MeSH secundário: Assistência à Saúde/recursos humanos
Assistência à Saúde/normas
Educação a Distância
Seres Humanos
Renda
Internet
Liderança
Países Baixos
Papel Profissional
Prática de Saúde Pública
Pesquisa Qualitativa
África do Sul
Local de Trabalho
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171018
[Lr] Data última revisão:
171018
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160824
[St] Status:MEDLINE
[do] DOI:10.1186/s12960-016-0150-7


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[PMID]:27440783
[Au] Autor:Kenzig MJ; DeSorbo A; Jett S; Nickerson N
[Ad] Endereço:American Public University, Charles Town, WV, USA mkenzig@hotmail.com.
[Ti] Título:Nontraditional Careers for Doctoral-Level Practitioners.
[So] Source:Health Promot Pract;17(3):320-2, 2016 May.
[Is] ISSN:1524-8399
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The doctoral degree has traditionally been considered the path to teaching and research careers. The degree also provides a strong set of skills that can be applied in leadership roles in public, private, and nonprofit sectors. Numerous career options exist for public health education professionals with doctoral degrees outside of the teaching and research fields. This commentary discusses nontraditional career paths for professionals with doctoral degrees in public health. Three public health professionals describe why they chose to pursue a doctoral degree and how they applied their respective degrees to their work outside of the traditional academic and research areas.
[Mh] Termos MeSH primário: Escolha da Profissão
Educação de Pós-Graduação
Educação Profissional em Saúde Pública
[Mh] Termos MeSH secundário: Educação em Saúde
Organizações sem Fins Lucrativos
Administração em Saúde Pública
Populações Vulneráveis
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171108
[Lr] Data última revisão:
171108
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160722
[St] Status:MEDLINE
[do] DOI:10.1177/1524839916643073



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