Building the workforce’s capacity to support the digital transformation of public health: An environmental scan of training programs for digital technologies in public health (Preprint) DOI Creative Commons
Ihoghosa Iyamu, Swathi Ramachandran, Hsiu‐Ju Chang

et al.

Published: Feb. 24, 2025

BACKGROUND The digital transformation of public health highlights the growing need for new competencies to tackle evolving and contemporary challenges. While some institutions schools worldwide have begun addressing this through various approaches, many in Canada yet do so. To support systematic competency curriculum development, we mapped explored existing (DPH) training programs, identifying common curricula content, approaches disciplinary perspectives. OBJECTIVE METHODS This two-stage environmental scan included a search DPH programs interviews with select program directors, emphasizing transdisciplinary approach. Between March May 2023, conducted on Google association directories identify degree courses (as part awarding programs) focused building capacity using technologies health. We then semi-structured four directors identified exploring characteristics inter/transdisciplinary partnerships essential their design. Search data was summarized narrative synthesis, while content analysis applied interview data. RESULTS Overall, 58 were identified, categorized into three groups: science (29/58, 50%); informatics (16/58, 28%); mix (13/58, 22%) related project management determinants Interviews key categories: (1) Motivation interdisciplinary highlighting align current job market demands practitioners skilled practice pressures curricular updates from professional bodies; (2) Design delivery academic-industry aimed at developing professionals depth breadth knowledge; (3) Characteristics inter- partnerships, showcasing involvement diverse perspectives academia, public, private sectors design delivery; (4) Challenges implementing these including difficulties negotiating shared commitments, reconciling differing perspectives, securing sustainable funding such programs. CONCLUSIONS global found strong focus data-centric competencies, less emphasis skills promotion, leadership, Bridging gaps requires stepwise approach: integrating curricula, offering standalone specialized skills, strengthening navigate administrative barriers promoting equity-driven, collaboration.

Language: Английский

Building the workforce’s capacity to support the digital transformation of public health: An environmental scan of training programs for digital technologies in public health (Preprint) DOI Creative Commons
Ihoghosa Iyamu, Swathi Ramachandran, Hsiu‐Ju Chang

et al.

Published: Feb. 24, 2025

BACKGROUND The digital transformation of public health highlights the growing need for new competencies to tackle evolving and contemporary challenges. While some institutions schools worldwide have begun addressing this through various approaches, many in Canada yet do so. To support systematic competency curriculum development, we mapped explored existing (DPH) training programs, identifying common curricula content, approaches disciplinary perspectives. OBJECTIVE METHODS This two-stage environmental scan included a search DPH programs interviews with select program directors, emphasizing transdisciplinary approach. Between March May 2023, conducted on Google association directories identify degree courses (as part awarding programs) focused building capacity using technologies health. We then semi-structured four directors identified exploring characteristics inter/transdisciplinary partnerships essential their design. Search data was summarized narrative synthesis, while content analysis applied interview data. RESULTS Overall, 58 were identified, categorized into three groups: science (29/58, 50%); informatics (16/58, 28%); mix (13/58, 22%) related project management determinants Interviews key categories: (1) Motivation interdisciplinary highlighting align current job market demands practitioners skilled practice pressures curricular updates from professional bodies; (2) Design delivery academic-industry aimed at developing professionals depth breadth knowledge; (3) Characteristics inter- partnerships, showcasing involvement diverse perspectives academia, public, private sectors design delivery; (4) Challenges implementing these including difficulties negotiating shared commitments, reconciling differing perspectives, securing sustainable funding such programs. CONCLUSIONS global found strong focus data-centric competencies, less emphasis skills promotion, leadership, Bridging gaps requires stepwise approach: integrating curricula, offering standalone specialized skills, strengthening navigate administrative barriers promoting equity-driven, collaboration.

Language: Английский

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