Public Health Leadership

Leadership is a critical input for effective and efficient running of public health organizations. Unfortunately, public health systems around the world face a serious problem of workforce deficits, especially the shortage of competent public health leaders. Public health scholars argue that the workforce shortage is worsened by the increase in occurrence of public health emergencies – both natural and man-made together with the advent of globalization that has removed the aspect of national boundaries in public health operations. The participation-delegation-empowerment (PDE) leadership theory is founded on the idea that when leaders mentor, coach, and give subordinates an opportunity to participate in important decision-making, as well as delegating to them some leadership responsibilities. Overtime the subordinates learn leadership skills and get empowered to take on future leadership roles in and outside the organization, provides an important step towards addressing the current shortage of competent public health leaders. In addition to utilizing the PDE theory to boost the numbers of public health leaders, there is need to change curricula of the public health training institutions, especially graduate programs to include courses on leadership to ensure that grandaunts are equipped with necessary skills to take on leadership positions.

Researchers, psychologists, and leadership experts have debated for years whether leaders are born or made (Anonson et al., 2009; Germain, 2012; Kirkpatrick & Locke, 1991; Mumford, Zaccaro, Harding, Jacobs, & Fleishman, 2000; Nahavandi, 2015).The relationship between skills, traits and leadership effectiveness points to the allusion that leaders are neither made nor born but the potential for effective leadership emerges through skills learnt from experience, which capabilities may be influenced by the leader’s personality (Mumford et al., 2000, pp. 21, 24).  A leader must exercise influence judiciously by tackling the right problems in the right ways as defined by organizational goals using an appropriate mix of skills, traits, experiences, and a systems thinking perspective (Mumford et al., 2000).

An invited session for the Public Mental Health and Mental Health Prevention Concordat Session at the Public Health England 2017 Conference. This paper analyses elements of success in local leadership in public mental health and seeks to draw some conclusions

This article analyses the concept of leadership in relation to the UK Government’s current approach to ‘modernizing’ the NHS in England. Focusing on public health in primary care, the authors consider current developments in the public health workforce, in particular attempts to differentiate between public health ‘specialists’ and ‘practitioners’ by different levels of leadership function. It looks at leadership in policy, theory and practice, and draws attention to a number of key challenges along the leadership path. The concept of ‘leadership skills’ as a taught competence is questioned, and Shelton and Darling’s (2001) quantum skills’ model of leadership
is provided to suggest new ways in which public health  leadership in a primary care context might be approached. Whilst this article focuses on public health and primary care in England, the complexity of primary care settings and public  health delivery in other international contexts extends its relevance to non-UK settings.

He shiJ to a knowledge information society has given rise to a need for lifelong learning programmes. Such programmes are especially relevant for public health professionals, whose dynamic Ield of practice is subject to changes due to rapidly developing technologies, evolving expectations of the labour market and new health treats. Lifelong learning programmes for public health should address topics like planning, organisation, leadership, teamwork and research methods, and schools of public health should introduce innovative educational approaches that enable professionals to learn from the experiences of others.
His paper describes the rationale for the development of a European online problem-based course on leadership for public health professionals in Europe, the Irst pilot evaluation and its impact on the Inal shape of the course.
Problem-based learning (PBL) is an excellent approach for a course focused on lifelong learning, because it stimulates constructive, collaborative, and self-directed learning from authentic problems that are relevant to professional practice, and thereby facilitates the transfer of knowledge. Blended learning, which combines face-to-face and online learning, provides new opportunities for working professionals, enabling participation in international student teams and aKendance of lectures by international experts without the need to travel. His makes blended problem-based learning a highly eEective and eFcient learning strategy for continuing professional development.
He paper presents a structure for an online pilot leadership course underpinned by a review of the literature and developed and implemented by an international collaboration of four European universities. He curriculum consisted of eight sessions. Each session was developed and oEered by a diEerent university center. Two Irst sessions were delivered face-to-face and the other sessions were online. He seven-step approach of Maastricht University was suitable for a blended mode of PBL. Twelve public health professionals for NHS took part in the course and Inal evaluation. Hey found it diFcult to use online communication tools for learning and professional activities. Based on the results of the pilot the leadership course was adapted. He training at the beginning was extended with information on behaviour during online sessions. Online practice sessions were integrated before the course. He problems were reformulated and build around a common theme.
Educational institutions who would like to embark on a similar project, should consider complexities related to coordination, development and implementation of such a complex educational practice.

Background: Competency-based education is increasingly popular, especially in the area of continuing professional development. Many competency frameworks have been developed; however, few address leadership competencies for European public health professionals. The aim of this study was to develop a public health leadership competency framework to inform a leadership curriculum for public health professionals. The framework was developed as part of the Leaders for European Public Health project-supported by the EU Lifelong Learning Programme. Methods: The study was carried out in three phases: a literature review, consensus development panel and Delphi survey. The public health leadership competency framework was initially developed from a literature review. A preliminary list of competencies was submitted to a panel of experts. Two consensus development panels were held to evaluate and make changes to the initial draft competency framework. Then two rounds of a Delphi survey were carried out in an effort to reach consensus. Both surveys were presented through Survey Monkey to members of the Association of the Schools of Public Health in the European Region Working Group on Innovation in Public Health Teaching and Education. Results: The framework was developed consisting of 52 competencies organized into eight domains: Systems Thinking;

Background: Competency-based education is increasingly popular, especially in the area of continuing professional development. Many competency frameworks have been developed; however, few address leadership competencies for European public health professionals. The aim of this study was to develop a public health leadership competency framework to inform a leadership curriculum for public health professionals. The framework was developed as part of the Leaders for European Public Health project-supported by the EU Lifelong Learning Programme. Methods: The study was carried out in three phases: a literature review, consensus development panel and Delphi survey. The public health leadership competency framework was initially developed from a literature review. A preliminary list of competencies was submitted to a panel of experts. Two consensus development panels were held to evaluate and make changes to the initial draft competency framework. Then two rounds of a Delphi survey were carried out in an effort to reach consensus. Both surveys were presented through Survey Monkey to members of the Association of the Schools of Public Health in the European Region Working Group on Innovation in Public Health Teaching and Education. Results: The framework was developed consisting of 52 competencies organized into eight domains: Systems Thinking;

The specialty of family medicine is centered on lasting, caring relationships with patients and their families. Family physiciansintegrate the biological, clinical and behavioral sciences to provide continuing and comprehensive health care. The scope of family medicine encompasses all ages, sexes, each organ system and every disease entity. Read more about the history, scope and definition of family medicine by reviewing the following resources.



Public-health-family-medicine



Family medicine is a three-dimensional specialty, incorporating (1) knowledge, (2) skill and (3) process. At the center of the process element is the patient-physician relationship with the patient viewed in the context of the family. It is the extent to which this relationship is valued, developed, nurtured and maintained that distinguishes family medicine from all other specialties.



Family physicians integrate the biological, clinical and behavioral sciences to provide continuing and comprehensive health care. Family medicine encompasses all ages, sexes, each organ system and every disease entity. Family physicians also pay special attention to their patients' lives within the context of family and the community.

Adolescent Medicine
Geriatric Medicine
Pain Medicine
Sleep Medicine
Sports Medicine
Sexual Health
Geriatric Medicine
For more details, PS: https://clinicalcasereports.conferenceseries.com/events-list/case-reports-on-public-health-family-medicine

This paper is the update of work I have been doing developing a model and concepts for public health leadership in the new English system of public health. I've been working on conceptualising domains and models for public health leadership for some time and have updated further my competence and domains model for DPH leadership, working from an organizational psychology perspective.

You can find my earlier guest lecture here http://blogs.herts.ac.uk/online-distance-learning/2014/03/17/public-health-guest-lecture/

Working in a resource-poor setting is always considered as a challenge for the public health professionals. Most of the models suggest that group work can increase the productivity of the workers, and it also plays a role to increment both the client and employee satisfaction. Among the many, the model described by Bruce W. Tuckman about the stages of small group development has gained popularity over the years. The developmental process of the small group consists of four phases: forming, norming, storming and performing. Team members develop expertise by exchanging their ideas and sharing their diverse experiences. Therefore, organisation prefers teamwork or small group activity to implement projects by sharing the responsibilities. A leader accumulates idea by integrating several insights, cultures, skills and experiences of the team members, and try to adopt the best strategy. In this study, we attempted to review some relevant studies using the Tuckman’s model and sought to locate the role/place of a leader. This study tries to identify the process how every member of a group gets engaged into their part of responsibilities to accomplish their teamwork. The theoretical contribution of the analysis lies in the fact that it allowed revisiting into the theory to explore the leader’s role at the time of conflict resolution. At the practical level, the implication of the review lies on the use of the understanding of effective leadership within Tuckman model in different context.

The shift to a knowledge information society has given rise to a need for lifelong learning programmes. Such programmes are especially relevant for public health professionals, whose dynamic field of practice is subject to changes due to rapidly developing technologies, evolving expectations of the labour market and new health treats. Lifelong learning programmes for public health should address topics like planning, organisation, leadership, teamwork and research methods, and schools of public health should introduce innovative educational approaches that enable professionals to learn from the experiences of others. This paper describes the rationale for the development of a European online problem-based course on leadership for public health professionals in Europe, the first pilot evaluation and its impact on the final shape of the course. Problem-based learning (PBL) is an excellent approach for a course focused on lifelong learning, because it stimulates constructive, collabora...

Background: Effective patient education is a major component of injury prevention services. Paper-based education is commonly used as a supplement to the provider’s instruction. This form of education can become problematic for those with low literacy levels, a problem affecting up to a third of the adults in the United States (Freda, Damus, & Merkatz, 1999). Designing effective injury prevention educational material requires not only reading level but also design, layout, and content. Although there are numerous studies addressing reading levels of educational materials, there is a lack of information on the other key components of effective injury prevention educational material: design, layout and content. Objective: This study was designed to evaluate factors that may determine the readability or usability of our car seat educational material. Methods: Caregivers of patients being treated in the emergency department were provided with a copy of an educational handout, and then interviewed in the waiting room pending discharge. Each interview included semi-structured, open-ended questions about the handout’s format, content, and usefulness. Data Analysis: This study used Qualitative Data Analysis (QDA) and looking at how each participant responded to each question. The data are organized by question to look across all respondents and their answers in order to identify consistencies and differences. Results: The readability and usability of printed educational material is determined by its design, content, easiness and cultural appropriateness of the material. Conclusions: The results will suggest best practice recommendations for creating paper-based injury prevention educational materials.