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Displaying records 11 through 16 of 16 found.

Orientation to the Essentials of Public Health (Introductory Level). Year Developed: 2009. Source: South Central Public Health Training Center. Presenter(s): South Central Public Health Training Center. Type: Video Course. Level: Introductory. Length: 60 minutes.

Annotation: This short course briefly introduces the field of public health and its major components. After completing an introductory assessment, participants will watch a short video on the history, core functions, essential services, and definition of public health. In addition, the video describes Healthy People objectives, the public health workforce, health disparities, and current threats and challenges facing the field. Many examples are taken from southern states served by the South Central Public Health Partnership; however the lessons apply to public health across the nation.

Learning Objectives: • Describe the history of public health in the United States. • List principle concerns of public health in the 20th century. • Name and describe the 10 core functions of public health. • Explain the role of public health in today’s society.

Special Instructions: Registration to the South Central Public Health Partnership is required. For new users it will take one weekday to receive an access email. If you are registered in TRAIN, login using that username and password. Click on “Course Offerings” and search for “Orientation to Essentials of Public Health, Introductory Level.”

Continuing Education: A completion certificate will be awarded if you receive 70% or higher on the course quiz.

Orientation to the Essentials of Public Health (Intermediate Level). Year Developed: 2006. Source: South Central Public Health Partnership. Presenter(s): Patrick Flaherty, MPP. Type: Video Course. Level: Intermediate. Length: 240 minutes.

Annotation: This six-module course covers the basics of public health and includes pdf group activity exercises. Module 1 covers the history of public health in the United States and the current state of public health values, ethics and law. Module 2 discusses the concept, determinants and measurement of health status, with particular focus on the Healthy People objectives. Module 3 covers the three core functions and ten essential services of public health, also introducing the National Public Health Performance Standards Program (NPHPSP). Module 4 compares public health functions at the local, state, and federal level, and discusses the role of collaborations/partnerships and community planning (specifically the Mobilizing for Action through Planning and Partnerships (MAPP) model). Module 5 summarizes the core competencies of public health and describes the current public health workforce. Module 6 looks towards the future, discussing some future challenges and strategies for improving public health. Through the lecture, the presenters introduce activities and worksheets to assist the participant in learning important concepts and synthesize the new information.

Learning Objectives: Module 1: History, values, ethics and legal basis of public health • Describe early movements that influenced public health and the key individuals. • Describe the different eras of public health from 1800-2000. • Describe successes/achievements in public health history. • Identify the ethics and values that make public health a unique profession. • Describe the legal basis for public health in America. Module 2: How to define and how to measure health • Identify different definitions of health - including physical, mental, and social well-being. • Describe factors that influence health. • List the ten leading causes of death and the actual causes of death. • Describe health measurement activities such as Healthy People 2010. Module 3: Framework of public health and how it has evolved over time • Describe the difference between population-based public health and personal health services. • Identify the three core functions and ten essential services in public health, and explain their historical development. • Identify strategies to incorporate additional essential services into the participant's program area. • Describe the National Public Health Performance Standards Program and its impact on public health practice. Module 4: Basic steps of community health improvement processes • Describe how the local, state, and federal levels of government impact health. • Describe the importance of collaborations and coalitions, and the basic steps in coalition development. • Describe the community planning model in public health - Mobilizing Action through Planning and Partnerships. Module 5: The competencies needed by public health professionals to support systems that perform the essential services • Identify the eight competency domains for public health workers. • Understand the relationship between core competencies for public health workers and the essential services. • Identify strategies to strengthen individual competencies. Module 6: Future challenges in public health, identify trends, and see yourself as an agent of change • Identify key questions professionals ask in creating a new future. • Identify major challenges facing the public health system in their communities. • Identify new or changed roles for their programs and for themselves based on this course.

Special Instructions: Registration to the South Central Public Health Partnership is required. For new users it will take one weekday to receive an access email. If you are registered in TRAIN, you should login using that username and password. Click on “Course Offerings” and search for “Orientation to Essentials of Public Health, Intermediate Level.”

Continuing Education: A completion certificate will be awarded if you receive 70% or higher on the course quiz.

E is for Epidemiology. Year Developed: 2005. Source: Center for Public Health Preparedness (University of North Carolina). Presenter(s): Amy Pickard Nelson, PhD, MPH. Type: Narrated Slide Presentation. Level: Introductory. Length: Series; various lengths.

Annotation: This training set serves as an in-depth introduction to the field of epidemiology for non-epidemiologists. Each of the five sessions is broken into two, 30-minute modules. The first session describes public health and the history and application of epidemiology. Session two describes tools of epidemiology, identifies sources of data, gives an overview of data analysis, and introduces the role of the CDC. The third section describes the differences between descriptive and analytic epidemiology, defines key concepts (including case definitions, prevalence, and incidence), provides examples of study designs, and gives a brief overview of measures of association and tests of significance in hypothesis testing. Session four describes public health surveillance, its benefits and challenges, provides examples of surveillance systems, and gives more information on the role of CDC. Part two of session four also describes techniques for analyzing and interpreting surveillance data, describing differences between crude versus specific rates and outlining factors that may influence surveillance data. The fifth section describes specialties in epidemiology, specifically disaster, environmental, and forensic epidemiology, providing examples of their functions and application.

Learning Objectives: Section 1: • Define the 10 Essential Public Health Services. • Explain the science of epidemiology in the broader context of the ten Essential Public Health Services. Section 2: • Identify the diverse specialties in the field of epidemiology. • Describe how epidemiological methods are applied by state and district public health professionals. Section 3: • List methods that can be used for epidemiologic assessment of a health problem. • Identify ways that public health laboratories carry out epidemiologic functions. • Identify ways that data can be collected during an epidemiologic investigation. Section 4: • Identify allied health and community partners. • List ways in which epidemiologists work with the media. • Describe how the Centers for Disease Control and Prevention (CDC) serves as a resource for training, technical support, and surveillance and reporting of epidemiological data. Section 5: • Define descriptive epidemiology. • Calculate incidence and prevalence. • List examples of the use of descriptive data. • Define analytic epidemiology. • List 3 types of observational study designs. • Interpret risk ratios and odds ratios. • Describe how a statistical test is used. •Explain the surveillance “feedback loop” of data and information flow through local, state, and federal channels. •Describe characteristics of three different types of surveillance: active, passive, and syndromic. •List 5 applications of public health surveillance. •List federal public health surveillance systems relevant to epidemiology programs. •Discuss the major components of surveillance data analysis. •Identify epidemiology methods that can be used regardless of epidemiologic specialty. •Describe the Community Assessment for Public Health Emergency Response (CASPER) process. •List 4 functions of environmental epidemiology. •Define forensic epidemiology. •State two uses of forensic epidemiology. •Explain similarities and differences between law enforcement and public health investigations. •List maternal and child health related surveillance projects.

Special Instructions: Registeration is required. Click on desired learning opportunity. Click on "Registration Form."

Continuing Education: This course meets requirements for (1/2 hour; 0.05 CEUs) of continuing education credit. Physicians can also claim this activity for 1/2 hour of CME/AMA PRA Category 2 credit.

Principles of Public Health: PH 101. Year Developed: n.a.. Source: University of Utah Public Health. Presenter(s): n.a.. Type: Online Course. Level: Introductory. Length: 240 minutes.

Annotation: This twelve-module course describes public health and its role in improving the health of populations, using video, exercises and pdf of slides. The first module covers the definition and history of public health. The second module discusses the difference between public health and biomedicine, and covers definitions, measurement, and determinants of health. The third module covers health disparities, risk factors, cultural competency, and barriers to health care and specific examples of current disparities. The fourth module provides more information on culture, diversity, and how they impact health and health care today. The fifth module describes the state of medical and public health funding and the types of public health agencies and organizations, with particular focus on those in California and Hawaii. Module six introduces the core functions and essential services of public health, and also introduces the purpose implications of the Healthy People objectives. The seventh module describes public health law within the context of the US legal system, providing a case study of tobacco regulation to illustrate key concepts. Modules eight and nine cover three particular disciplines within public health, Environmental Health (module eight) and Biostatistics and Epidemiology (module nine). The tenth module defines and differentiates between different types of evaluations, with particular focus on measurement tools and reasons for performing evaluations. The eleventh module describes community needs assessments (CNAs), defining important terms and presenting a five-step process to CNAs. The last module describes current and future challenges for the field of public health (such as health care access, new morbidities and terrorism threats), and implications for the public health workforce. Learning is assessed and reinforced through the course with short evaluations. Also available in Spanish.

Learning Objectives:

Special Instructions: Registration to Pacific Public Health Training Center is required to access. After log in click on “Principles of Public Health (PH101)” and then click on the specific topic tutorial your wish to view. PDF slides are available.

Impacting Process: Quality Improvement in MCH Training. Year Developed: n.a.. Source: University of Tennessee. Presenter(s): n.a.. Type: Interactive Learning Tool. Level: Advanced. Length: Self-Paced.

Annotation: This learning tool is a set of five sessions intended for professional development by personnel in Maternal and Child Health (MCH) leadership education and training programs, Title V programs, and official health agencies, who desire to learn about quality improvement (QI). The series aims to define QI, emphasize the importance of QI in healthcare settings, and present relevant tools for applying QI knowledge and skills in practice. This learning tool was developed for implementation in group settings, but also may be completed individually as a self-study. The sessions include readings and interactive online modules.

2012 Training Course in MCH Epidemiology. Year Developed: n.a.. Source: U.S. Maternal and Child Health Bureau; Centers for Disease Control and Prevention. Presenter(s): William Sappenfield; Deborah R. Rosenberg, PhD; Kristin Rankin, PhD; Embry Howell, PhD; Ashley H. Schempf, PhD; Elizabeth Stuart, PhD. Type: Video. Level: Introductory. Length: 1400 minutes.

Annotation: The MCHB at HRSA and CDC offered this Training Course in MCH Epidemiology in 2012 as part of their ongoing effort to enhance the analytic capacity of state and local health agencies. This national program was aimed primarily at professionals in state and local health agencies who have significant responsibility for collecting, processing, analyzing, and reporting maternal and child health data. The course was geared to individuals with intermediate to advanced skills in using statistical and epidemiologic methods, preferably in MCH or a related field. 13 archived sessions and corresponding presentation slides are available from the gateway page.

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This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UE8MC25742; MCH Navigator for $225,000/year. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.