White Karen M, Drainoni Mari-Lynn, Elliott Patricia, Hurley Meredith, Cunnington Stacey, Greece Jacey
Department 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).
J Public Health Manag Pract. 2025;31(3):E134-E143. doi: 10.1097/PHH.0000000000002079. Epub 2024 Nov 12.
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.
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.
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.
The search resulted in 650 references, which yielded 35 articles from 33 interventions.
The main outcome measures were qualitative and included program design, features, and implementation.
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.
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.
需要一个人才培养渠道来打造一支合格且多元化的公共卫生工作队伍。工作教育项目为公共卫生专业学生提供实践学习、培训以及通往公共卫生职业的途径。然而，在指导公共卫生实践的文献中，关于项目类型、其组成部分及其潜在影响方面存在空白。通过定义和区分工作教育项目，我们旨在为公共卫生从业者提供一个推进公共卫生职业发展的有用工具。
我们对美国的公共卫生工作教育项目进行了范围综述，并进行了内容分析，以提取、分析和综合数据，从而形成美国项目的类型学。我们在CINAHL、教育资源信息中心（ERIC）、心理学文摘数据库（PsycInfo）、医学期刊数据库（PubMed）和科学引文索引数据库（Web of Science）中搜索了2012年1月1日至2022年12月31日期间发表的论文。
纳入标准包括有项目描述、干预设计、学生特征、环境特征以及如有项目成果的项目。排除标准包括没有描述的项目、专注于特定临床职业（如牙科）扩展的项目、在美国境外实施的项目以及仅针对高中生的项目。
搜索结果产生了650条参考文献，从中筛选出33项干预措施的35篇文章。
主要结局指标为定性指标，包括项目设计、特征和实施情况。
我们确定了3种类型的项目：（1）让学生接触公共卫生的项目（n = 6），（2）引导学生进入特定公共卫生职业的项目（n = 12），以及（3）将学生与公共卫生实践组织联系起来的项目（n = 15）。项目类型受学生参与者、环境和项目组成部分的影响。
这种类型学展示了工作教育项目的范围及其在设计和实施方面的变异性。该类型学有助于从业者识别在其实践背景下可能可行且理想的项目方面。
