Navigate Public Health 101 Combines Proven Textbook Content with Interactive Learning Exercises and Course Management Tools
Topics: public health education, Richard K. Riegelman, Author, Navigate Public Health 101, Online Learning, Public Health, interactive learning, Public health management, assignment management, automated grading, course content scheduling, course management, exportable grade book
Every year since 1995, communities across the United States have observed the first week of April as National Public Health Week (NPHW) - a time to recognize the contributions of public health and highlight issues that are important to improving the public’s health.
Organized by the American Public Health Association (APHA) , NPHW is a national campaign that strives to educate the public, policymakers and practitioners about issues related to that year’s theme. This year, APHA will continue its broad vision to make America the healthiest nation in one generation by addressing the importance of prevention and wellness through the theme "A Healthier America Begins Today: Join the Movement".
With over 100 titles designed for the successful study and practice of Public Health, Jones & Bartlett Learning shares this mission of preventing disease and promoting health. Browse our best-selling textbooks at www.jblearnign.com/publichealth.
Below is the preface for the highly anticipated Second Edition of Essentials of Health Policy and Law, by Joel B. Teitelbaum, JD, LLM and Sara E. Wilensky, JD, PhD from School of Public Health and Health Services, George Washington University.
Essentials of Health Policy and Law, Second Edition will be publishing April 1, 2012. Visit us to request your complimentary review copy today.
Health policy and law are matters of national and local focus and concern. Public opinion polls, media coverage, and policy debates at all levels of government and in private industry attest to the important place that health care and public health hold in the minds of the American public, policymakers, and lawmakers. The constant attention showered on health policy-related topics also highlights their complexity, which stems from multiple factors.
First, like most challenging public policy problems, pressing health policy questions simultaneously implicate politics, law, ethics, and social mores, all of which come with their own set of competing interests and advocates. Second, health policy debates often involve deeply personal matters pertaining to one’s quality—or very definition—of life, philosophical questions about whether health care should be a market commodity or a social good, or profound questions about how to appropriately balance population welfare with closely guarded individual freedoms and liberties. Third, it is often not abundantly clear how to begin tackling a particular health policy problem. For example, is it one best handled by the medical care system, the public health system, or both? Which level of government—federal or state—has the authority or ability to take action? Should the problem be handled legislatively or through regulatory channels? The final ingredient that makes health policy problems such a complex stew is the rapid developments often experienced in the areas of health care research, medical technology, and public health threats. Generally speaking, this kind of rapid evolution is a confounding problem for the usually slow-moving American policy- and lawmaking machinery.
Broadly defined, the goal of health policy is to promote and protect the health of individuals and of populations bound by common circumstances. Because the legal system provides the formal structure through which public policy—including health policy—is debated, effectuated, and interpreted, law is an indispensable component of the study of health policy. Indeed, law is inherent to the expression of public policy: major changes to policies often demand the creation, amendment, or rescission of laws. As such, students studying policy must learn about the law, legal process, and legal concepts. The range of topics fairly included under the banner of “health policy and law” is breathtaking. For example, what effect is health care spending having on national and state economies? How should finite financial resources be allocated between health care and public health? How can we ensure that the trust funds established to account for Medicare’s income and disbursements remain solvent in the future as an enormous group of Baby Boomers becomes eligible for program benefits? What kind of return (in terms of quality of individual care and the overall health of the population) should we expect from the staggering amount of money we collectively spend on health? Should individuals have a legal entitlement to health insurance? How best to attack extant health disparities based on race, ethnicity, and socioeconomic status? What policies will best protect the privacy of personal health information in an increasingly electronic medical system? Can advanced information technology systems improve the quality of individual and population health? Should the right to have an abortion continue to be protected under the federal Constitution? Should physician assistance in dying be promoted as a laudable social value? Will mapping the human genome lead to discrimination based on underlying health status? How prepared is the country for natural and man-made catastrophes, like pandemic influenza or bioterrorism attacks? What effect will chronic diseases, such as diabetes and obesity-related conditions, have on health care delivery and financing? How best to harness advancing scientific findings for the benefit of the public’s health?
Topics: public health education, Author, health policy, Public Health, Health care, George Washington University, Joel B. Teitelbaum, Public health management, Sara E. Wilensky, Essentials of Health Policy and Law, public opinion, School of Public Health and Health Services
The 2012 Call for Nominations and nomination materials are now available for the First Annual Riegelman Award for Undergraduate Public Health Education. This award was made possible by a generous grant from Dr. Richard Riegelman, founding dean of the George Washington University School of Public Health and Health Services, and his wife, Linda. The Association of Schools of Public Health (ASPH) is pleased to support this unique award to encourage and recognize excellence in teaching of public health to undergraduate students.
This unique national award will recognize one full-time, undergraduate public health faculty at a university with a Council on Education for Public Health (CEPH) accredited school of public health or a CEPH-accredited program of public health. The award supports faculty who have demonstrated exemplary efforts to start a new program, have collaborated both with community partners and other disciplines, and have garnered respect and enthusiasm from students.
Dr. Richard Riegelman, MD, MPH, PhD is the editor of the acclaimed Essential Public Health Series, including Public Health 101: Healthy People, Health Populations, Global Health 101 and Epidemiology 101.
Topics: Epidemiology, public health education, Author, Dr. Richard Riegelman, Public Health, Association of Schools of Public Health (ASPH), Public health management, Riegelman Award, Council on Education for Public Health (CEPH), George Washington University School of Public Heal, Global health
This spring, Jones & Bartlett Learning is pleased to bring you Podcasts of interviews with the authors of our newest titles in Public Health and Health Administration:
Dr. Michael Merson is the lead editor of Global Health: Diseases, Programs, Systems, and Policies (formerly titled International Public Health), which will be available in a new Third Edition this August.
Michael Merson is the director of Duke University's Global Health Institute. He is the former Dean of Public Health at the Yale School of Medicine, and the former Director of Yale University’s Center for Interdisciplinary Research on AIDS and one of the founding directors of the Consortium of Universities for Global Health.
RICHARD SKOLNIK, MPA is the author of the new Second Edition of Global Health 101 (formerly titled Essentials of Global Health). Mr. Skolnik is the winner of numerous honors for teaching, has taught global health for 8 years, and has more than 30 years of experience as a global health practitioner in multilateral, university, and NGO settings. He has been actively involved in dealing with critical issues in global health at country level and at the highest levels of international health policy making.
After nearly two decades in higher education as a faculty member and based on my experiences and research, here is what I believe to be the ingredients for good learning experiences and great teaching.
First and foremost, teaching/learning is not a solo sport; it is a team effort--a contact sport.
The professor must bring:
- Knowledge of content
- Genuine concern and respect for students
- The three A’s: Availability, Accessibility, and Affability
- Attention to details and organizational skills
- Active learning assignments that connect to learning goals
- Equitable grading and transparency in same
- Level playing field among classmates
- Desire to coach/mentor students
- Willingness to go above the call of duty
The students must bring:
- A desire to learn
- Respect for professor and classmates
- A willingness to prepare for class, put in the required time and pull their weight
- Willingness to keep an open mind and search for alternative solutions to a problem
- Critical thinking skills
- Desire to contribute to peer knowledge
- Motivation to go “above the call of duty”
Topics: higher education, public health education, health administration, RN, Sharon B. Buchbinder, social networking, mentoring, Public health management, Sharon Buchbinder Blog, teaching, PhD, professor, student
At the Association of University Programs in Health Administration (AUPHA) Annual Meeting in June 2010 in Portland, Oregon, as I chatted with undergraduate Program Directors (PDs), I detected a disturbing trend in admissions to our Health Care Management (HMCN) programs. Almost to a person, PDs complained bitterly about the declining GPAs of students transferring in from community colleges. While PDs were aware that states have an obligation to enable its citizens to move from two-year to four-year institutions in as seamless a manner as possible, there was consensus that there are some seams that should not be crossed. Community college students are required to have at least a 2.0 GPA to graduate from a two-year program. However, what appears to be happening is that when students know they will not be able to graduate due to low GPAs, they game the system and transfer in with 54 credits and GPAs below 2.0. That’s less than a C; we’re talking D averages. Even more astonishing is the fact that the four-year institutions are accepting them with these low GPAs. Why would a college or university do that?
Cash. Dinero. Geld. Money. Pure and simple.
When I investigated, I discovered there were large federal financial incentives for students to attend 4 year colleges and universities. These revenues can be windfalls to institutions struggling with furloughs, travel cuts and other financial cut backs. Why not take advantage of them? This may all be good in theory--that is, until these low GPA students hit courses for which they are under-prepared and there is no infrastructure in place to support them. So, bottom line, students are accepted that the universities know are low performers, take their money and then, give them little to no assistance when they struggle.
Our generation is now being referred to as the “sandwich generation,” i.e., we are the bologna and cheese between two thick slabs of children and parents in the great hoagie of life. Good child care, while not always easy to find, is relatively abundant, accessible and affordable for most working parents. Good elder care? Not so much. In the U.S., the vast majority of eldercare is provided not in continuing care retirement communities, assisted living facilities, or nursing homes, but in the community, by the family (National Alliance for Caregiving and AARP, 2004).
Dr. Donna Wagner led a diary study for Evercare and the National Alliance for Caregiving (NAC) (2007) and found that out-of-pocket costs of giving care to family members by family members average $5,531, more than 10% of the median income of the group which was $43,026” (Evercare & NAC, p. 7). Respondents indicated that to finance these out-of-pocket costs they cut back on vacations, leisure activities, savings, and home improvement and major purchases. The caregivers made up the difference by taking the personal and financial hits themselves. There is only so long that anyone—even Superman or Superwoman can do this without running aground emotionally, physically, and psychologically. Many caregivers in this study reported “picking up or increasing bad habits (smoking, drinking too much), worsening health problems of their own, inability to go to medical or dental appointments, insomnia, feelings of depression and hopelessness, weight changes, and added stress and anxiety” (Evercare & NAC, p. 27).
Topics: allied health, public health education, Sharon B. Buchbinder, National Alliance for Caregiving (NAC), Public health management, Sharon Buchbinder Blog, caregiver, child care, eldercare, Evercare, sandwich generation
On September 11, 2001, my husband was attending a week-long course in New York City. As I stood in my kitchen in Baltimore, Maryland, drinking a cup of coffee and watching Good Morning America, I heard Diane Sawyer say, “We have breaking news.” Horrified, I watched the scenes of the Twin Towers under attack—and suddenly realized I had no idea where my husband was. After four frantic hours of trying to reach him, he finally returned my call. His hotel was next to the Empire State Building, in walking distance of the attacks. Almost all the surgeons at the meeting climbed onto a bus to go to a treatment center to help the victims. My husband, sensing the futility of this volunteerism, did not go. His instincts were correct. When the busload of physicians returned, they reported they stood around for twelve hours without access to news and did nothing.
Topics: public health education, Author, health administration, Health Administration, Public Health, Sharon B. Buchbinder, disaster preparedness, Public health management, Sharon Buchbinder Blog, American College of Health Care, Citizen Corps, Community Emergency Response Team, Dr. Wayne Nelson
One of the annual rituals that many of us go through at the holidays is a personal inventory of what we want to do in the coming year. The list can be endless: lose weight, exercise more, save money, get a better job, finish that novel, et cetera. In organizations, we call these strategic goals; that list, too, can be endless: increase productivity by 10%, cut costs by 7%, increase employee diversity by 5%, and so on. What about the intersection of personal and organizational goals? Where does that list go? What should it include? I have a suggestion: less anger.
Topics: allied health, physicians, public health education, Sharon B. Buchbinder, Joint Commission, Public health management, Sharon Buchbinder Blog, allied health practitioners, anger, anxiety, health care providers