Responsive public health doctoral education
Experiences and reflections from a School of Public Health in South Africa
Datos Bibliográficos
| ID | 21881227 |
|---|---|
| Autores | Hp Schneider (0000-0002-0418-1828, South African Medical Research Council, autor de correspondencia), Woldekidan Amde (0000-0002-0511-4096, University of the Western Cape), Corinne Carolissen (University of the Western Cape), Brian Van Wyk (0000-0003-1032-1847, University of the Western Cape), Uta Lehmann (0000-0002-2627-8954, University of the Western Cape) |
| Año | 2024 |
| Volumen | 9 |
| Número | 7 |
| Páginas | e015095 |
| Fecha de publicación | 2024-07-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | BMJ Global Health (JOURNAL) |
| Identificadores de la revista | ISSN: 2059-7908 • E-ISSN: 2059-7908 |
| Editorial | BMJ (PUBLISHER • GB) |
| DOI | 10.1136/bmjgh-2024-015095 |
| PMID | 38964880 |
| OpenAlex | W4400313579 |
| Idioma | EN |
| Referencias citadas | 27 |
Institutional capacity for doctoral training is key to addressing the complex challenges facing the global south. In the context of the need for skilled knowledge workers in health systems and growing demand for doctoral places, we reflect on the evolution of a public health doctoral programme in a South African School of Public Health. Through this case, we aim to contribute to wider debates on the form and content of emerging public health doctoral programmes in South Africa and the African continent. Drawing on a multi-level framework of ‘curriculum responsiveness’ we consider responsive public health doctoral education as simultaneously engaging macro-social, institutional/cultural, disciplinary and individual learning imperatives. We assess the responsiveness of the doctoral programme against these elements, describing the growth, institutional context and systems and pedagogical strategies introduced over the last decade, and areas for further development. We conclude by proposing the multi-level capacities required for responsive public health doctoral education. We highlight the need for diversified curricula (including professional doctorates) that support a wider set of graduate attributes and career trajectories beyond academia, greater investment in doctoral infrastructures within higher education institutions, and disciplinary practices and pedagogies that centre epistemic access and justice
Health education · Medical education · Political science · Public health · Child and Adolescent Health · Interprofessional Education and Collaboration · Medicine · Nursing · Public Health Policies and Education
Epistemic injustice in academic global health
Quantifying the cost of in-kind contributions to a multidonor-funded health research capacity-building programme
Positioning Africa’s public health doctoral students to lead societal transformation and development
Where is knowledge from the global South? An account of epistemic justice for a global bioethics
Transformed through the Carta experience
Building capacity for public and population health research in Africa
Decolonisation of higher education
Validation of public health competencies and impact variables for low- and middle-income countries
A scoping review of the changing landscape of doctoral education
A Co/Autoethnography of Peer Support and PhDs
Evaluating Doctoral Programmes in Africa
Strategic leadership capacity building for Sub-Saharan African health systems and public health governance
Building the capacity to solve complex health challenges in sub-Saharan Africa
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |