JMIR Publications

ABSTRACT

Background:

The digital transformation of public health highlights the growing need for new digital competencies to tackle evolving and contemporary public health challenges. While some public health institutions and schools worldwide have begun addressing this need through various approaches, many in Canada have yet to do so. To support systematic competency and curriculum development, we mapped and explored existing digital public health (DPH) training programs, identifying common curricula content, approaches and disciplinary perspectives.

Objective:

To support systematic competency and curriculum development, we mapped and explored existing digital public health (DPH) training programs, identifying common curricula content, approaches and disciplinary perspectives.

Methods:

This two-stage environmental scan included a systematic search of DPH training programs and interviews with select program directors, emphasizing a transdisciplinary approach. Between March and May 2023, we conducted a search on Google and public health association directories to identify degree programs and courses (as part of degree awarding programs) focused on building capacity for using digital technologies in public health. We then conducted semi-structured interviews with four directors of identified programs exploring program characteristics and the inter/transdisciplinary partnerships essential to their design. Search data was summarized using narrative synthesis, while content analysis was applied to the interview data.

Results:

Overall, 58 DPH training programs were identified, categorized into three groups: public health data science (29/58, 50%); public health informatics (16/58, 28%); and a mix of programs exploring digital competencies (13/58, 22%) related to project management and addressing the digital determinants of health. Interviews focused on four key categories: (1) Motivation for interdisciplinary DPH programs, highlighting the need to align with current job market demands for practitioners skilled in interdisciplinary practice and addressing pressures for curricular updates from professional bodies; (2) Design and delivery of interdisciplinary programs, emphasizing academic-industry partnerships aimed at developing professionals with depth in public health and breadth in DPH knowledge; (3) Characteristics of inter- and transdisciplinary partnerships, showcasing the involvement of diverse disciplinary perspectives from academia, public, and private sectors in program design and delivery; and (4) Challenges in implementing these partnerships, including difficulties in negotiating shared commitments, reconciling differing perspectives, and securing sustainable funding for such programs.

Conclusions:

This global scan of DPH training programs found a strong focus on data-centric competencies, with less emphasis on digital skills for health promotion, leadership, and addressing digital determinants of health. Bridging these gaps requires a stepwise approach: integrating digital competencies into curricula, offering standalone programs for specialized skills, and strengthening partnerships to navigate funding and administrative barriers while promoting equity-driven, interdisciplinary collaboration.