A Typology of US Public Health Work-Education Programs
Karen M White1, Mari-Lynn Drainoni, Patricia Elliott
1Department of Community Health Sciences, Boston University School of Public Health, Boston, Massachusetts (Drs White and Elliott, Ms Cunnington, and Dr Greece); Department of Medicine, Section of Infectious Diseases, Department of Medicine, Boston Medical Center and Boston University Chobanian & Avedisian School of Medicine, Boston, Massachusetts (Dr Drainoni); Evans Center for Implementation and Improvement Sciences, Boston University Chobanian and Avedisian School of Medicine, Boston, Massachusetts (Dr Drainoni); Department of Health, Law, Policy and Management, Boston University School of Public Health, Boston, Massachusetts (Dr Drainoni); and Winthrop Department of Public Health & Clinical Services, Winthrop, Massachusetts (Ms Hurley).
Objective:
A pipeline is required to build a qualified and diverse public health workforce. Work-education programs offer public health students experiential learning, training, and a pathway to public health professions. However, there is a gap in the literature to guide public health practice on the types of programs, their components, and their potential impact. By defining and differentiating work-education programs, we aim to provide public health practitioners a useful tool to advance public health careers.
Design:
We conducted a scoping review of US-based public health work-education programs and performed a content analysis to extract, analyze, and synthesize data to develop a typology of programs in the US. We searched CINAHL, ERIC, PsycInfo, PubMed and Web of Science databases for papers published between January 1, 2012, and December 31, 2022.
Eligibility Criteria:
Inclusion criteria included programs with a description, intervention design, student characteristics, setting characteristics, and program outcomes if available. Exclusion criteria included programs with no description, that focused on the expansion of a specific clinical profession (ie, dentistry), that were implemented outside of the US, and that targeted exclusively high school students.
Study Selection:
The search resulted in 650 references, which yielded 35 articles from 33 interventions.
Main Outcome Measures:
The main outcome measures were qualitative and included program design, features, and implementation.
Results:
We identified 3 types of programs: those that (1) expose students to public health (n = 6), (2) guide students to specific public health professions (n = 12), and (3) connect students with organizations for public health practice (n = 15). Program types were influenced by student participants, setting, and program components.
Conclusions:
This typology illustrates the spectrum of work-education programs and their variability in design and implementation. The typology has utility for practitioners to identify programmatic aspects that may be feasible and desirable in the context of their practice.
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