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This study aims to describe the use of action‐learning projects in 14 regional leadership development programs called public health leadership institutes.

During the period of April through August 2009, directors of the public health leadership institutes were interviewed about the action‐learning project requirement in each of their programs. Notes from these interviews, as well as relevant program materials were reviewed and summarized.

Action‐learning projects are commonly used by the public health leadership institutes to build leadership skills. However, this component of these programs varies considerably across the institutes. Frequently mentioned challenges to using action‐learning projects include lack of time for participants to meet for project work, lack of resources available for team coaching and a perceived higher value of taking action over making time for learning by many participants.

Research shows that most people develop leadership skills from actual work experiences. Action‐learning which focuses on solving complex, real‐world challenges is a common component of leadership development programs. In this paper, the authors describe how this methodology is being carried out in public health leadership institutes and recommend ways to increase the developmental return on these work experiences in public health settings.

These public health leadership programs, partially funded by the Centers for Disease Control and Prevention, reach health care practitioners in 46 states and the District of Columbia. The application of best practices from these initiatives could lead to increased understanding of how to maximize the return from experiential learning initiatives designed to promote life‐long learning.

The purpose of the paper is to investigate ambiguous language use in health-care project plans in a manner that accounts for the wider, institutional, public health-care context.

The article deployed a case study approach and drew from Fairclough's critical discourse analysis (CDA) as well as a keyword analysis to investigate two time-sequenced versions of the same project planning document for a health-care project in Finland.

In the project plans investigated, the study identified patient as a keyword possessing various meanings within the public health-care context. By examining the discursive practices around the keyword patient, the study demonstrated their role in constituting the institutional context as well as the function of this context in constraining these practices.

By looking at the potential of the CDA to investigate discursive practices of the keyword in two sequential versions of a project plan within the broader context of public health care, the study adds to the scant existing literature on critically oriented health-care project communication studies.

This chapter explores the rise in genetic approaches to health disparities at the turn of the twenty-first century.

Analysis of public health policies, genome project records, ethnography of project leaders and leading genetic epidemiologists, and news coverage of international projects demonstrates how the study of health disparities and genetic causes of health simultaneously took hold just as the new field of genomics and matters of racial inequality became a global priority for biomedical science and public health.

As the U.S. federal government created policies to implement racial inclusion standards, international genome projects seized the study race, and diseases that exhibit disparities by race. Genomic leaders made health disparities research a central feature of their science. However, recent attempts to move toward analysis of gene-environment interactions in health and disease have proven insufficient in addressing sociological contributors to health disparities. In place of in-depth analyses of environmental causes, pharmacogenomics drugs, diagnostics, and inclusion in sequencing projects have become the frontline solutions to health disparities.

The chapter argues that genetic forms of medicalization and racialization have taken hold over science and public health around the world, thereby engendering a divestment from sociological approaches that do not align with the expansion of genomic science. The chapter thus contributes to critical discussions in the social and health sciences about the fundamental processes of medicalization, racialization, and geneticization in contemporary society.

Public libraries are incubators for collective action in the knowledge economy. As three case studies from the United States and Singapore demonstrate, public libraries can serve as influential champions that garner financial resources, communicate an urgent need for change, and respond to the unmet information and economic needs of marginalized individuals and communities. In the Raise Up Radio (RUR) case, public librarians engaged schools, museums, youth, and families in rural communities to develop and deliver STEM (science, technology, engineering, and math) content over local radio stations. In collaboration with organizational partners, RUR librarians created a model for library-community-radio projects for the rural United States. In the What Health Looks Like (WHLL) case, public librarians engaged senior citizens in discussions of health and the creation of health comics. In partnership with an interdisciplinary health research team, WHLL librarians developed a pilot for library-community-public health projects aimed at information dissemination and health narrative generation. In the Singapore shopping mall libraries case, the National Library Board (NLB) created public libraries in commercial spaces serving working families, senior citizens, and the Chinese community. The NLB developed an exportable model for locating information centers in convenient, popular, and useful business spaces. These case studies demonstrate how libraries are nodes in the knowledge economy, providing vital services such as preservation of cultural heritage, technology education, community outreach, information access, and services to working families, small- and medium-size businesses, and other patrons. In the years to come, public libraries will be called upon to respond to shifting social norms, inequitable opportunities, emergencies and disasters, and information asymmetries. As the cases of RUR, WHLL, and the shopping mall libraries show, public librarians have the vision and capacities to serve as influential champions for collective action to solve complex problems and foster sustainable development and equitable participation in the knowledge economy.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The aim of this paper is to describe the experience and educational benefits of a course that has several unique educational design features.

This includes narrative description of faculty and student experience from participants in a flipped-instructional-design inter-professional education course.

“Improving Public Health – An Interprofessional Approach to Designing and Implementing Effective Interventions” is an undergraduate public health course open to students regardless of background. Its student activities mirror the real-life tasks and challenges of working in a public health agency, including team-building and leadership; problem and project definition and prioritization; evidence-finding and critical appraisal; written and oral presentation; and press interviews. Students successfully developed project proposals to address real problems in a wide range of communities and settings and refined those proposals through interaction with professionals from population and public health, journalism and library sciences.

Undergraduate public health education is a relatively new endeavor, and experience with this new approach may be of value to other educators.

Students in this course, journalism graduate students who conducted mock interviews with them and instructors who oversaw the course all describe unique aspects and related personal benefit from this novel approach.

This paper aims to use systems mapping as a tool to develop an organisation-wide approach to public mental health to inform strategic direction within a national public health agency.

Two workshops were facilitated with internal staff from a wide range of public health policy teams working in small groups to produce paper-based maps. These were collated and refined by the project team and digitised.

The approach engaged a range of teams in forming a shared understanding and producing a complex system map of the influences on population mental health and well-being, where current policy initiatives were addressing them and what the gaps and priorities were. Participants valued the approach which led to further study and organisational commitment to the whole system working as part of national public mental health strategy.

The approach was limited to internal stakeholders and wider engagement with other sectors and community members would help further the application of complex system approaches to public mental health.

It was a valuable process for developing a whole-organisation approach and stimulating thinking and practice in complex system approaches. The paper provides a practical example of how to apply systems mapping and its benefits for organising public mental health practice.

The purpose of this paper is to investigate vendor managed inventory (VMI) for the supply of medicines between distributors and hospitals to identify factors that may affect VMI adoption.

Two contrasting VMI initiatives involving five organizations (three hospitals, one distributor and one manufacturer/supplier) are studied. A case study method with semi-structured interviews is used with triangulation in data collection, site visits and document analysis to enhance reliability and validity. The cases are analyzed and compared with respect to hospital, supplier, product and supply chain integration characteristics.

A successful public sector VMI initiative and an unsuccessful private sector VMI initiative are identified. The public sector supplier focuses on improving service level while the private sector supplier seeks to strengthen relationships with a key customer. Hospital characteristics, including type of hospital, top management perspectives and the hospital’s willingness to share information, are critical in decisions on VMI initiation or termination. Relatively stable demand products are preferred for a VMI approach. Hospitals may perceive risks in VMI adoption for medicines as it involves relinquishing control of critical supplies and may result in “lock-in” with a particular supplier.

The cases have been conducted in one country, which may affect generalization of the findings. Wider empirical evidence from other countries in both developed and less developed regions will be beneficial.

VMI is advocated as being beneficial in many supply contexts. However, it is challenging to implement. The study identifies factors that affect the adoption of VMI for hospital pharmaceuticals and provides guidance on initiating VMI in a hospital context.

The potential for VMI in public health projects to enable greater access to critical medicines is highlighted.

The paper provides supply side and demand side perspectives on VMI adoption in an important sector. It highlights the need for greater understanding of the perceived and actual risks in VMI from the perspective of both the hospital and the supplier and for much clearer advice on which pharmaceutical products are appropriate for VMI control in a hospital context.

Progress towards Healthy Ageing in Europe has been a two-year European funded project led by Suffolk County Council Public Health and involving five European Union (EU) member nations. The purpose of this paper is to share the learning from the project as it relates to early preventative activity to promote healthy active ageing. The population of interest are those people in the mid-life age group of 45-68 years accessed via the workplace.

Qualitative research applying an online Health Manager tool and focus group discussions. Transnational work to learn from other EU countries about approaches to promote healthy active ageing.

A comprehensive account of all project findings is available via the following web site: www.progresshealthyageing.eu This paper outlines the findings from the UK regional activity of the application of an online Health Manager™ tool to employees from Suffolk in the 45-68 year age group.

The research limitations related to smaller cohorts (ca. 1,000 participants) as opposed to large-scale surveys. The phenomenon of the “healthy worker effect” (Shah, 2009), may be a limitation as the population of interest in this age group were mainly employed and in paid employment. The healthy worker effect implies that those who are employed are already “healthier” due to being employed. The further limitation of the timescale for the intervention and project funding as a resource limitation precludes longer term follow-up and evidence collection to find out if behaviour change in participants has been sustained over time.

The findings of the EU Project have contributed towards the Europe 2020 Strategy. Locally the findings from the project have supported Suffolk County Council's ambition to be the most active county in England. The findings have added momentum to local workplace health initiatives by providing a focus for the needs of the older workforce. Learning from the Project has also informed development of the Suffolk Workplace Challenge.

This paper provides a review on a European project, Progress towards Healthy Ageing in Europe.

Milwaukee has very high rates of risky sexual behavior and low rates of academic achievement among adolescents. Milwaukee school representatives partnered with researchers to create and implement an innovative project‐based learning (PBL) high school health curriculum to engage students in school. This health education program, Project Health (PH), aimed to engage Milwaukee Public Schools high school students, by PBL, into the urban health classroom. The purpose of this paper is to examine the impact of the curriculum on student engagement and document the process of implementing this program, in order to identify strengths, weaknesses and areas of needed improvement.

Student engagement was measured with an 18‐item scale at three time points in intervention and control schools. Attendance data were collected by tracking the number of days students were absent from school the semester the curriculum was implemented. Analysis of covariance was used to test whether students in PH classes were more engaged and if they had fewer absences than students in the control classes. The process evaluation included interviews with teachers, focus groups with high school students, and focus groups with teaching assistants. Interviews were transcribed and analyzed using thematic analysis to extract key themes and categories across all data.

Students in the intervention health class were significantly less absent from school than control students. However, they were not more engaged than their peers in control schools as measured by a student engagement scale. Various components of the PBL teaching approach used in the Project Health high school curriculum were viewed as positive by health educators, students, and teaching assistants. Results indicate that PBL used in health education may increase school attendance.

This study was original in that it documented how a novel health education program that incorporated PBL can positively impact urban students’ school attendance. It also highlighted the process of implementing this program from the vantage point of students, assistants, and health education.