2024-05-22-世界卫生组织-Global_competency_and_outcomes_framework_for_the_essential_public_health_functions_328页_2mb

Summary of the Global Competency and Outcomes Framework for the Essential Public Health Functions

Core Content

The Global Competency and Outcomes Framework for the Essential Public Health Functions (EPHFs) is a comprehensive guide designed to support the development of competency-based education for public health professionals. It aims to align education with public health practice and employment needs, ensuring a well-prepared workforce capable of delivering the EPHFs, which are essential for achieving universal health coverage (UHC), health security, and health-related Sustainable Development Goals (SDGs).

The framework is built on the roadmap to build national workforce capacity to implement the EPHFs, which includes identifying relevant services and programmes, mapping the diversity of occupations involved, and developing the necessary competencies and skills. It outlines a structured approach to competency-based education, emphasizing the importance of competency-based curriculum development and programmatic evaluation.

Main Points

• Operationalizing the EPHFs is critical for UHC, health security, and improved health outcomes.
• The framework provides evidence-based guidance and an international reference set of competencies and educational outcomes.
• It supports the contextualization of practice activities to align with the needs of different public health workforce groups.
• The framework includes five competency domains and five practice activity domains, each with detailed descriptions and examples.
• The development of the framework was an iterative process involving over 100 existing competency frameworks, curricula, and standards, as well as grey literature and guidelines.
• It includes guidelines for curriculum planning, development, implementation, evaluation, and quality improvement.
• The framework is intended to stimulate national dialogue and action on competency-based education, employment, and retention of a public health workforce.

Key Competency Domains

1. Community-centredness: Focuses on understanding and engaging with communities to address health needs.
2. Decision-making: Emphasizes the ability to make informed and ethical decisions in public health contexts.
3. Communication: Highlights the importance of effective communication with diverse stakeholders.
4. Collaboration: Encourages teamwork and coordination across sectors and disciplines.
5. Evidence-informed practice: Promotes the use of data and evidence in public health decision-making.
6. Personal conduct: Addresses professional ethics, integrity, and behaviour.

Key Practice Activity Domains

1. Health system enablers for public health: Ensures the health system is capable of supporting public health functions.
2. Public health intelligence: Involves data collection, analysis, and interpretation to inform public health actions.
3. Public health programmes and services: Focuses on the planning, delivery, and assessment of public health interventions.
4. Management of resources for public health programmes and services: Addresses the allocation and management of resources for effective programme delivery.
5. Public health emergency management: Covers the prevention, preparedness, response, and recovery from public health emergencies.

Educational Design and Implementation

• The framework outlines a five-stage approach to defining competency-based education outcomes:

  1. Planning
  2. Information gathering
  3. Drafting outcomes and milestones
  4. Consultation, validation, and finalization
  5. Dissemination

• It also provides a four-stage approach for curriculum planning, development, implementation, and evaluation:

  1. Planning
  2. Curriculum development (content of learning)
  3. Curriculum implementation
  4. Continuous quality improvement and programmatic evaluation

• Assessment formats are aligned with learning objectives and programme outcomes, ensuring measurable and accountable education.

Additional Resources

• Annexes include:
  • A list of occupational groups and their roles in delivering the EPHFs.
  • A checklist for competency-based education outcomes.
  • Guiding questions for information gathering.
  • Prompts for curricular content development.
  • Examples of programmatic evaluation using the Kirkpatrick model.
  • Methodology and governance details.
  • Scoping review search strategy.
  • Library of competency frameworks.
  • Mapping of the 12 EPHFs, their subfunctions, and practice activities.
  • Writing principles for components of the framework.

Conclusion

The framework is a global public good, designed for use by educators, decision-makers, and leaders in public health systems, associations, institutions, and schools, along with their national, regional, and international partners. It is intended to enhance the competency-based education and workforce capacity needed to deliver the EPHFs, particularly in the context of emergencies and public health challenges.

This document is part of the National Workforce Capacity for Essential Public Health Functions Collection, which also includes an operational handbook and guidance on functions and workforce enumeration.