Contributions of the ASPHER Core Curriculum for Public Health to Quality Improvement in Public Health Education in the European Region
1
School of Public Health, Physiotherapy and Sports Science, University College Dublin, Dublin, Ireland
2
Core Curriculum Programme, ASPHER, Brussels, Belgium
3
School of Medicine, The Royal College of Surgeons in Ireland, Dublin, Ireland
4
Faculty of Public Health, Al-Quds University, Jerusalem, Palestinian Territory, Occupied
5
International Health Unit, Andalusian School of Public Health, Granada, Spain
6
School of Health and Society, University of Salford, Salford, Manchester, United Kingdom
7
School of Public Health, University College Cork, Cork, Ireland
8
Public Health Scotland, Edinburgh, United Kingdom
9
Usher Institute, Centre for Population Health Sciences, The University of Edinburgh, Edinburgh, United Kingdom
10
School of Nursing & Healthcare Leadership, Faculty of Health Studies, University of Bradford, Bradford, United Kingdom
11
Department of International Health, Maastricht University, Maastricht, Netherlands
12
Faculty of Health Sciences, Palacký University Olomouc, Olomouc, Czech Republic
13
Department of Health Economics, Centre for Public Health, Medical University of Vienna, Vienna, Austria
Popul. Med. 2026;8(Supplement Supplement 1):A1087
ABSTRACT
BACKGROUND:
The Association of Schools of Public Health in the European Regions (ASPHER) Core Curriculum for Public Health (CCP), developed with input from 60 Schools and programmes of public health (PH) across Europe and overseen by Expert Consultative and Expert Advisory Groups for each subject area, is designed to strengthen education and training in PH reflecting the ASPHER mission and emerging PH issues. Potential applications include the development and assessment of PH programmes and curricula, innovative teaching and delivery methods, identification of skills needs, and alignment with essential PH competencies.
METHODS:
Since its launch in 2024, applications of the CCP have been facilitated by its free availability on ccp.aspher.org; engagement with colleagues in ASPHER Task Forces and Working Groups; and through dedicated engagement with schools, programmes and contexts across the ASPHER network. Materials available include detailed curricular elements in 35 PH subject areas, across different educational levels, collated into four domains.
RESULTS:
Using specific examples presented by panellists, this session will profile the utility of the CCP for: • developing undergraduate PH programmes; • assessing current multi-level PH curricula; • supplementing current curricula with informative subject-specific case studies; • harmonising consortium-wide curricula to strengthening the legitimacy of joint PH degrees; • aligning PH curricula with current PH competency frameworks; • facilitating country-wide implementation of an MPH programme; • supporting developments in pedagogical delivery; • enhancing curricular development and delivery in challenging contexts; • identifying the skills needs of educators and trainers; and • its potential use in programme accreditation.
CONCLUSIONS:
The ASPHER CCP is the first pan-European practical guide for PH programme development and reform, building capacity to align curriculum design with modern PH needs. Its applications underscore the breadth and interdisciplinarity of PH and the pivotal role of PH educators in protecting and improving the health of the public.
The Association of Schools of Public Health in the European Regions (ASPHER) Core Curriculum for Public Health (CCP), developed with input from 60 Schools and programmes of public health (PH) across Europe and overseen by Expert Consultative and Expert Advisory Groups for each subject area, is designed to strengthen education and training in PH reflecting the ASPHER mission and emerging PH issues. Potential applications include the development and assessment of PH programmes and curricula, innovative teaching and delivery methods, identification of skills needs, and alignment with essential PH competencies.
METHODS:
Since its launch in 2024, applications of the CCP have been facilitated by its free availability on ccp.aspher.org; engagement with colleagues in ASPHER Task Forces and Working Groups; and through dedicated engagement with schools, programmes and contexts across the ASPHER network. Materials available include detailed curricular elements in 35 PH subject areas, across different educational levels, collated into four domains.
RESULTS:
Using specific examples presented by panellists, this session will profile the utility of the CCP for: • developing undergraduate PH programmes; • assessing current multi-level PH curricula; • supplementing current curricula with informative subject-specific case studies; • harmonising consortium-wide curricula to strengthening the legitimacy of joint PH degrees; • aligning PH curricula with current PH competency frameworks; • facilitating country-wide implementation of an MPH programme; • supporting developments in pedagogical delivery; • enhancing curricular development and delivery in challenging contexts; • identifying the skills needs of educators and trainers; and • its potential use in programme accreditation.
CONCLUSIONS:
The ASPHER CCP is the first pan-European practical guide for PH programme development and reform, building capacity to align curriculum design with modern PH needs. Its applications underscore the breadth and interdisciplinarity of PH and the pivotal role of PH educators in protecting and improving the health of the public.
| eISSN: | 2654-1459 |
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