Self-perceived competencies of master of public health graduates and recommendations for programs in South Africa

Abstract

The Master of Public Health (MPH) degree is a key qualification for public health practice in low- and middle-income countries. Graduates entering practice should possess a range of competencies to address complex health issues in managerial, technical or research positions. As competencies of graduates exiting South African MPH programs are unknown, a consortium of academics from South African universities conducted an on-line survey of alumni exiting between 2012−2016, to determine their self-reported public health competencies and their recommendations for improving academic programs. Competencies were explored in 11 domains, through three lenses – their reported usefulness at work; perceptions whether they were obtained through MPH programs; and graduates’ confidence in their application. Over 80% of this cohort of 221 graduates, mostly in their mid-30’s, largely from South Africa and sub-Saharan Africa, needed the competencies in all 11 domains at work, which were felt to be largely obtained from the MPH, and most were confident using them. However, one fifth were not confident in crisis management and 13% were not confident in health promotion. On average 30% reported they did not obtain either crisis management or leadership skills from the MPH. Respondents recommended changes to course content and organization included more experiential learning, mentorship and faculty advocacy for graduate employment. In the absence of country-wide governance for public health education, the study is a first step towards developing core-competencies for South African programs. Findings can be factored into MPH program reviews with attention given to enhancing leadership, crisis management and monitoring and evaluation training into existing courses. Additionally, more experiential learning could fill identified gaps in problem-solving and project management skills. Producing a ‘fit for purpose’ public health workforce requires alignment of education objectives with health workforce systems in country contexts to ensure a seamless transition between learning and working.