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Analysis of CEPH-accredited DrPH programs in the United States: A mixed-methods study
Chulwoo Park1, Gene Migliaccio2, Mark Edberg3
1Department of Public Health and Recreation, San Jose State University, San Jose, California, United States of America.
Doctor of Public Health (DrPH) programs are crucial for training public health leaders. This study analyzes 28 accredited programs to understand their evolution and current educational themes.
Area of Science:
- Public Health Education
- Health Workforce Development
- Leadership Training
Background:
- Growing need for a robust public health workforce in the U.S.
- Historical recognition of distinct public health practice and leadership roles since early 20th century.
- Increased research focus on public health workforce standardization and education.
Purpose of the Study:
- To analyze the historical trends and current status of Doctor of Public Health (DrPH) programs.
- To identify common themes and variations across Council on Education for Public Health (CEPH)-accredited DrPH programs.
- To enhance understanding of DrPH education for public health leadership development.
Main Methods:
- Mixed-methods research approach.
- Analysis of 28 CEPH-accredited DrPH programs in the United States.
- Investigation of curriculum, program structure, and educational objectives.
Main Results:
- Identification of key trends in DrPH program development over time.
- Characterization of common curricular elements and pedagogical approaches.
- Documentation of variations in program focus and specialization.
- Insights into the evolving landscape of public health leadership education.
Conclusions:
- DrPH programs are essential for cultivating skilled public health leaders.
- Standardization and analysis of DrPH programs are vital for workforce preparedness.
- Understanding program trends informs future curriculum development and public health infrastructure strengthening.
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