TUM Library

The education division is a prominent part of the public health profession. It focuses on educating individuals and communities to promote health and prevent disease. The educators are drawn from a diverse range of disciplines and defined as professionally prepared individuals who serve in a variety of roles using appropriate educational strategies and methods to facilitate the development of policies, procedures, interventions, and systems conducive to the health of individuals.This unique volume in the Global Science Education Series describes some of the challenges faced by this profession in helping the audience to understand public health and solve health issues. Key Features: Aids researchers in designing an evaluation study in CPE for health professions and related fields Presents data on how public health practice comprises of individuals working together toward promoting population health Covers continuing professional education in the US and how it can be adopted globally Discusses the Kirkpatrick's four-level evaluation model at length Demonstrates how questionnaires are preferable in evaluating CPE programs due to their cost effectiveness and being user friendly

Cover; Half Title; Series Page; Title Page; Copyright Page; Contents; List of Figures and Tables; Series Preface; Acknowledgments; Authors; Chapter 1: Public Health Education in the United States; 1.1 Introduction: Public Health Education in the United States; 1.2 Responsibilities and Competencies for Public Health Educators; 1.3 Areas of Responsibility; 1.3.1 Area of Responsibility I: Assess Needs, Assets and Capacity for Health Education; 1.3.2 Area of Responsibility II: Plan Health Education: Planning Begins by Assessing Health Needs

1.3.3 Area of Responsibility III: Implement Health Education1.3.4 Area of Responsibility IV: Conduct Evaluation and Research Related to Health Education; 1.3.5 Area of Responsibility V: Administer and Manage Health Education; 1.3.6 Area of Responsibility VI: Serve as a Health Education Resource Person; 1.3.7 Area of Responsibility VII: Communicate and Advocate for Health and Health Education; 1.4 Competency Statements for Public Health Workers Developed in the United States; 1.5 Public Health System in the United States Federal Government

Chapter 2: Continuing Education in Public Health in the United States2.1 Introduction; 2.1.1 Historical Perspective; 2.2 Role of APHA in Continuing Public Health Professional Development; 2.3 Continuing Educational Programs under APHA; 2.4 Continuing Education in Public Health Mission and Accreditation in the United States; 2.5 Professional Development; 2.5.1 Online Continuing Education Program; 2.6 Policies for the Continuing Education for Lead CE Planners; 2.6.1 Eligibility to Become a Planning Reviewer

2.6.2 Policies for Program Planners and Faculty/Presenters of the APHA Annual Meeting or Other Meetings2.6.3 Responsibilities of the Faculty/Presenters; 2.6.4 Content and Educational Design Components; 2.6.5 CE-Eligible Content; 2.6.6 CE-Ineligible Content; 2.6.7 Content Integrity; 2.6.8 Bias; 2.6.9 Measuring Outcomes; 2.7 History and Current Status of Public Health Education in the United States; 2.7.1 History; 2.7.2 Public Health Education: 1914-1939; 2.7.3 Public Health Education: 1935 to the Present; 2.7.4 Current Status; 2.7.5 Schools of Public Health

2.7.6 Progress in Schools of Public Health2.8 Summary; Chapter 3: Formal and Informal Learning in Continuing Professional Education in Public Health; 3.1 Background of Continuing Professional Education; 3.2 Formal Learning in Continuing Professional Education; 3.3 Informal Learning in Continuing Professional Education; 3.4 Challenges in Formal and Informal Learning; Chapter 4: Learning Organization for Professional Development; 4.1 Organization: Group and Team; 4.1.1 Forming (Group Formation Stage); 4.1.2 Storming (Intragroup Conflict Stage); 4.1.3 Norming (Group Cohesion Stage)

OCLC-licensed vendor bibliographic record.