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At least 19 recordsLinked to original sources
PubMedDate not supplied

Supporting academic public health practice: a survey of organizational structures in public health schools.

A survey was conducted at 28 schools of public health to assess how they allocate responsibility for three kinds of academic practice activity: continuing education, student internships, and technical consultation by faculty. Respondents identified whether these responsibilities were in a central practice unit, in another schoolwide unit, dispersed among several units, or dispersed among individual faculty members. Though all respondents engaged in these activities, responsibility tended to be carried out by individual departments or independent faculty members. This typically decentralized approach raises questions about the sustainability of academic public health practice that call for further inquiry.

Data Collection↗
PubMed1991

The advantages of including dental public health in schools of public health in the United States.

This paper describes the history and current status of schools of public health and graduate level programmes in dental public health in the United States. The broad core curricula for all public health students undertaking a course for a master's degree in public health is outlined, as well as the specialised course offerings available to dental public health students. The advantages and disadvantages of including dental public health programmes in schools of public health, instead of in dental schools, are discussed. There is a need for the integration of activities between dental schools and schools of public health to alleviate the traditional isolation of dentistry and prevent the omission of dentistry in health policy formation. When possible, the inclusion of the dental public health programmes in schools of public health is recommended so that public health and dental public health students can learn about each other's disciplines and share a common educational experience.

Accreditation↗
PubMed1975

Educational program n dental public health at schools of public health as of fall 1973.

A letter of inquiry from a fictious dentist, requesting applications and information regarding training in dental public health, was sent to each of the 19 accredited Schools of Public Health. The purpose of the survey was to determine the manner in which the schools respond to a letter of inquiry from a dentist and to determine, from the material included in the response, what type of program in dental public health, if any, each school had. All 19 schools responded, but the type and quality of the responses varied greatly. Some schools answered the questions fully and others ignored them. From the bulletins of the schools and other material contained in the responses, seven schools were determined to have what could be termed viable programs in dental public health. Two of the seven programs are administratively independent with full-time faculty as directors of their programs; three of the programs receive their major input in dental public health from an affiliated dental school; one program's input of dental public health is provided by the school of public health; and one program has an affiliation with a dental school, but the major portion of the input for dental public health during the year of preparation for the degree of MPH is provided in the school of public health. There are seven schools of public health with eight full-time faculty who are public health dentists, although only three of the faculty spend a substantial portion of their time in activities related to dental public health. Five schoolshave no public health dentist on the faculty and they have a total of 33 part-time faculty at the rank of assistant professor or higher and a total of 36 part-time faculty with a rank lower than instructor. Twelve of the schools of public health still require only a minimum of an academic year for a dentist to receive the degree of MPH and only one school requires more than a calendar year. Only five schools require field-experience in order for a dentist to receive his degree of MPH. Most schools, it appears, do not provide a program for dentists which meets the standards established by the American Public Health Association or the American Board of Dental Public Health. It is time to question the blanket acceptance by the Council on Dental Education of the American Public Health Association's accreditation of Schools of Public Health for meeting the academic requirements in the specialty of dental public health.

Accreditation↗
PubMed2001

[Towards a new line in public school health service; the medical profession in the fields of social pediatrics, occupational health and multiprofessional health promotion].

The circumstances of life and the health status of children and adolescents in Germany have undergone fundamental changes. Public institutions, such as schools or kindergartens more often are not only support but a substitute for family structures. Individual medical care being guaranteed, seeking for prevention and treatment and health status differ widely according to sociological patterns. Health care and social compensation programmes on a multiprofessional basis will thus be accessible only in a very general sense to all youth at the public institution of a school. Besides all the general public health programmes in schools, medical expertise on an individual level is becoming more and more important because of the increasing number of classes integrating diseased and disabled children in regular school. The public school health services will not only act as individual medical experts themselves but more as coordinators of all medical and health promoting efforts on an administrative, school, inpatient and outpatient level. Medical professionals working in public school health services will therefore have to be trained in the following spheres: normal range of developmental milestones, knowledge of health systems and regional structures of health care, epidemiological basics, communicative and social training, clinical expertise in the fields of general paediatrics, child psychiatry and occupational health. Being fully trained in clinical paediatrics and public health will surely be an asset, but will not cover all the requirements for successfully working in school health care. For this reason the programmes of higher education in public health have to be adjusted to the recent demands in this special field of work. School health services will have to engage in occupational health and will have to be present mostly in the school buildings proper. School health services will have to report and publish epidemiological data for use by school, community and medical professionals. In case of continued compulsory medical examination of schoolbeginners wide use should be made of qualified assistant personnel, so that physicians can focus on true medical problems in school and moreover will be enabled to deliver medical expertise and treatment within the community to people and population groups in need.

Adolescent↗