The United States Department of Health, through The Healthy People 2020 Initiative, aims at improving the general health of all American citizens. According to Beebe, Bortz, & Leiser (2016), t his is partly achieved via its support of comprehensive and internalized public health education. Some of the challenges experienced in these public health education programs include the establishment of a learning and teaching curriculum that has a broad scope in the foundation of a student’s education and handling training for the workforce and for subsequent associate degrees. The efforts directed towards meeting such challenges are often steeped in a rigorous graduate education system.
I have always been an advocate for the idea of happier healthier lives, made possible via the implementation of preventive medicine and precautions taken against diseases. As such, what if such information was readily accessible to the general public through research and public education? My practical experience in the therapeutic department has made me more adept in the prevention and handling of injuries. I was also fortunate enough to obtain an opportunity to work as a research assistant, a position that helped me gain a better and fresh perspective in as far as public health is applicable. Public health first held interest for me in a class in which contemporary health was expertly discussed, issues that I later came across over my coursework and practical experience in the field. Having determined that public health is a growing area of expertise and academia, my interest in public health was piqued as an area in which I was very interested in pursuing due to the opportunities for growth presented.
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All these factors and experiences surrounding graduate education and the Master of Public Health (MPH) program are tempered by a rigorous education system essentially set out to determine a stellar academic and personal standard expected of students, and the considerations of true academic achievement. My understanding of the rigors of graduate education is that the world of academia can be challenging and frustrating, yet very fulfilling at the same time. I have been challenged to grow in my thought processes and to perform to the best of my intellectual capacity.
Master of Public Health (MPH) is rigorous in that one is an only eligible post- baccalaureate success and after having gained credible practical experience in a public health field. This requirement is directed towards enabling the students to gain a better perspective in as far as public health concern goes and practical applications are concerned. The rigorous MPH program necessitates, within the dynamics of public health programs, the introduction of tested interventions, especially within complex settings. This is because the practice of public health is interdisciplinary and draws on diverse expertise in the handling of complex health issues. Such a rigorous system, eventually, draws satisfaction from the participating students who are challenged and thoroughly prepared in the integration of concepts and disciplines that aid in the solving of public health issues ( Begg, Fried, Glover, Delva, Wiggin, Hooper & Galea, 2015) .
The Master of Public Health (MPH) program is often offered through a rigorous curriculum that requires students to be ambitious, passionate and dedicated in their striving for professionalism in the field of public health. This means that students are able to develop the key competencies of public health, and the skills necessary in solving local as well as global public health issues.
References
Beebe, S. A., Bortz, C., & Leiser, J. K. (2016). Community College Public Health: Developing a
Comprehensive 2-Year Degree Program. Pedagogy in Health Promotion , 2 (1), 54-59.
Begg, M. D., Fried, L. P., Glover, J. W., Delva, M., Wiggin, M., Hooper, L., ... & Galea, S.
(2015). Columbia public health core curriculum: Short-term impact. American journal of public health , 105 (12), e7-e13.
