How can we train the public health workforce to maximize opportunities for digital transformation of public health in Canada? Findings from a multiphase exploratory study
Authors: Ihoghosa Iyamu1,2, MBBS, MDICHA, PhD; Swathi Ramachandran2, BDS, MSc; Hsiu-Ju Chang2, MPH; Andre Kushniruk3, PhD; Francisco Ibáñez-Carrasco4, PhD; Catherine Worthington5, PhD; Hugh Davies1, PhD; Geoffrey McKee1,2, MD, MPH; Adalsteinn Brown4, PhD; Mark Gilbert1,2; MD, MHSc.
Affiliations:
1: School of Population and Public Health (SPPH), University of British Columbia (UBC), Vancouver, British Columbia (BC), Canada
2: British Columbia Centre for Disease Control (BCCDC), Vancouver, BC, Canada
3: School of Health Information Science, University of Victoria, Victoria, BC, Canada
4: Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
5: School of Public Health and Social Policy, University of Victoria, Victoria, BC, Canada
Public Health 2025, RBC Convention Centre Winnipeg | Winnipeg, Manitoba, 29 April – 1 May
Introduction/background:
We identified and developed digital public health (DPH) competency and training recommendations for Canadian Schools of public health to address the growing impact of digital transformation, accelerated by COVID-19 and the rise of generative artificial intelligence.
Methods:
Between 2022-23, using Thomas’ approach to curriculum development we conducted a general needs assessment by using i) a rapid literature review to explore recommendations for digital competencies and training; ii) an environmental scan of training programs awarding DPH degrees to identify common content, training methods and disciplines involved in designing and delivering program content; and iii) focus groups with diverse public health practitioners in Canada to explore Canadian contextual factors relevant in updating digital competency and training recommendations.
Results and analysis:
Digital competency recommendations cut across all Public Health Agency of Canada’s (PHAC) core competency categories with a new category supporting ethical and efficient use of digital data streams and management/governance of digital data infrastructure. Among 58 relevant programs and courses (5 Canadian), three focus areas were identified – public health data science (50%), public health informatics (28%) and a mix of programs supporting other competencies (22%; e.g. design, implementation, evaluation of DPH programs; understanding digital determinants of health). Most programs used inter/transdisciplinary approaches for content design and delivery. Three main themes identified in focus groups (Figure 1) – strengthen basics (digital literacy and competencies) before extending to advanced competencies, build public health capacity with options for digital specialization where necessary and DPH systems must evolve alongside competencies. Findings emphasize an integrated approach to curriculum development that complement supportive DPH systems.
Conclusions and implications for policy, practice or additional research:
Updated competency frameworks and public health training programs must consider DPH competencies with; i) a focus on a public health first approach with opportunities for digital specialization; ii) emphasis on transdisciplinarity and iii) advocacy for concurrent improvement in public health digital systems capabilities.
