Mapping competency frameworks: implications for public health curricula design

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dc.citation.issue5
dc.citation.volume46
dc.contributor.authorCoombe L
dc.contributor.authorSeverinsen CA
dc.contributor.authorRobinson P
dc.coverage.spatialUnited States
dc.date.accessioned2023-08-10T21:01:27Z
dc.date.accessioned2023-09-04T01:41:03Z
dc.date.available2022-05-12
dc.date.available2023-08-10T21:01:27Z
dc.date.available2023-09-04T01:41:03Z
dc.date.issued2022-10
dc.date.updated2023-08-09T22:59:17Z
dc.descriptionThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made
dc.description.abstractOBJECTIVES: We discuss the implications stemming from a recent competency mapping project on public health workforce education and training programs. METHODS: In line with professional practice, we reflected on the results of a major mapping exercise which examined public health competency frameworks against the Global Charter, particularly with respect to the implications for curriculum design. RESULTS: Our reflections identified five key challenges (diversity of frameworks, interpretation challenges, levels of competence, integration in curricula and knowledge vs skills-based competences) for developing internationally consistent credentialling standards. CONCLUSIONS: While the Charter provides an international benchmark for public health curricula, we argue that applying an international competency framework is challenging. Anyone working in public health should be trained in all foundation areas of public health to support public health practice and initiatives into the future and they may then choose to specialise in sub-disciplines of public health. IMPLICATIONS FOR PUBLIC HEALTH: Both theoretical and practical content must be fully integrated across public health programs to operationalise competencies. Utilising the Charter can ensure alignment with the sector needs, and curriculum mapping should be an integral part of a continual and ongoing review process.
dc.format.extent564-571
dc.identifierhttps://www.ncbi.nlm.nih.gov/pubmed/35555942
dc.identifier.citationCoombe L, Severinsen CA, Robinson P. (2022). Mapping competency frameworks: implications for public health curricula design.. Aust N Z J Public Health. 46. 5. (pp. 564-571).
dc.identifier.doi10.1111/1753-6405.13253
dc.identifier.eissn1753-6405
dc.identifier.elements-typejournal-article
dc.identifier.harvestedMassey_Dark
dc.identifier.issn1326-0200
dc.identifier.urihttp://hdl.handle.net/10179/19916
dc.languageeng
dc.publisherElsevier B.V
dc.relation.isPartOfAust N Z J Public Health
dc.rights(c) The author/s CC BY-ND
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectcompetency frameworks
dc.subjectcredentialing standards
dc.subjectcurriculum development
dc.subjectcurriculum mapping
dc.subjectpublic health education
dc.subjectCurriculum
dc.subjectHumans
dc.subjectPublic Health
dc.subjectPublic Health Practice
dc.subjectWorkforce
dc.titleMapping competency frameworks: implications for public health curricula design
dc.typeJournal article
pubs.elements-id453311
pubs.organisational-groupOther
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