Public Health (PBH)
Athletic Training is at its heart a public health activity. The student trainers work to give the people in our community, both within the school and the families and neighbors around the school, information to make better healthcare decisions. This takes the form of students’ interactions in person, with their families, in friend groups, and on social media that all not only refute misconceptions, but put forth how to get reliable information. Student trainers not only work actively to prevent injury and disease in their athletes and classmates but also provide families and friends with the tools to prevent injury and disease as well.
PBH-1 Describe public health and the role of public health care in the community.
PBH-1.A Define Public Health as an interdisciplinary practice
PBH-1.A.1 Explain what is meant by each of the areas of focus for public health.
PBH-1.A.2 Identify resources and agencies involved in public health.
PBH-1.A.3 Explain the public health basic method and its place in public health practice.
a. Recognize that health issue exists
b. Understand the mechanics of the health issue
c. Investigate the causes and contributing factors of the issue
d. Review the history of issue including the socio-economic and racial equity components
e. Determine various solutions to mediate and/or resolve the issue
f. Seek out and analyze public comment to generate stakeholder input
g. Evaluate the options in terms of ethical, legal, and economic costs and impacts
h. Implement those solutions within the community
i. Appraise the impact of the solution and implementation
j. Recognize the new status of the health issue begin the process again to continue to improve public health
PBH-1.B Explain the specialties in the public health .
PBH-1.B.1 Describe the following specialties and how they are used in public health.
a. Anatomy and Physiology
b. Epidemiology
c. Kinematics
d. Traumatic Injuries
e. Medical Conditions
f. Environmental Health
g. Diagnostics and Laboratory Services
h. Psychological Health
i. Preventative Medicine
j. Dental Health
k. Family / Interpersonal Therapy
l. Cardiology / Cardio-health
m. Pharmacology
n. Neurology / Concussion
o. Illicit Drugs and Policy
p. Reproductive Health
q. Disability
r. Personal Identity
s. Nutrition
t. Addiction Prevention
PBH-1.B.2 Explain engineering and its role in public health.
a. Automotive Engineering and evolution of vehicle safety
b. Chemical Engineering, leaded fuels, and Montreal protocol
c. Civil Engineering, septic system, environmental hazard mitigation.
d. Aeronautical Engineering and aircraft safety
e. Mechanical Engineering and materials safety
PBH-1.C Effects of Public Health on the population.
PBH-1.C.1 Describe the effects of vaccine programs
PBH-1.C.2 Describe the effects of Anti-Smoking Campaign
PBH-1.C.3 Describe the effects of food safety programs
PBH-1C.4 Describe the metrics of public health, including quality of life, lifespan, disease rate, and other metrics.
PBH-2 Describe the scope and function of the U.S. Public Health Service; Centers for Disease Control and Prevention; and National Institutes of Health.
PBH-2.A History of Public Health in the U.S.A.
PBH-2.A.1 Explain the history of the U.S.P.H.S. and its evolution.
a. Marine Hospital Service
b. Public Health Service Law of 1912
c. The Hill-Burton Act of 1946
d. Consolidations of the 1950’s
e. Reorganizations of the Late 60’s and Early 70’s
PBH-2.A.2 Explain major campaigns within the U.S. history and evaluate their effectiveness.
a. Infectious Disease Outbreaks
b. Malarial Control and vector born disease
c. Environmental Hazard Control
d. War Eras
e. Illicit Drug Control
f. Anti-addiction Campaign
g. Childhood Diseases
h. Obesity and nutrition campaigns
PBH-2.B Structure of the U.S. Public Health Service
PBH-2.B.1 Explain the mission of the U.S.P.H.S.
PBH-2.B.2 Explain the structure and mission of the U.S.P.H.S. Commissioned Corps.
a. Identify the rank system and uniforms of the U.S.P.H.S.
b. Using historical deployments, explain the operations of the U.S.P.H.S. Commissioned Corps.
PBH-2.B.3 Explain the purpose of the operating agencies within the U.S.P.H.S. including its structure, role, and function.
a. National Institutes of Health
b. Food and Drug Administration
c. Centers for Disease Control and Prevention
d. Health Resources and Services Administration
e. Agency for Toxic Substances and Disease Registry
f. Indian Health Service
g. Agency for Healthcare Research and Quality
h. Substance Abuse and Mental Health Services Administration
i. Administration for Strategic Preparedness and Response
j. Office of the Assistant Secretary for Health
k. Office of Global Affairs
PBH-3 Describe the scope and function of the public health officers within the county and local levels within California.
PBH-3.A Explain the role of the CA Surgeon General in the public health of California.
PBH-3.A.1 Identify areas of impact within the purview of the CA Surgeon General.
PBH-3.A.2 Identify the means that the CA Surgeon General’s office supports the cultural diversity of the state and works for equity and justice.
PBH-3.B Explain the role of the county public health officers in the public health of their counties.
PBH-3.B.1 Identify areas of impact within the purview of the county public health officers.
PBH-3.B.2 Identify the means that the county health officers support the cultural diversity of the county and works for equity and justice.
PBH-3.C Identify state, county, and local health clinics and programs that promote public health.
PBH-3.C.1 Identify state programs that promote public health.
PBH-3.C.2 Identify county programs that promote public health.
PBH-3.C.3 Identify county health clinics and explain the services that are provided there.
PBH-3.C.4 Identify local programs and any city health clinics in our area and explain the services that are provided there.
PBH-3.C.5 Identify and explain the difference between a reproductive health clinic and a private crisis pregnancy center; evaluate the role of these facilities in the public health of the community.
PBH-4 Evaluate equity, justice, and methods for increasing these in the healthcare of the community.
PBH-4.A Describe the effects of socio-racial and ethno-religious discrimination within the U.S.
PBH-4.B Evaluate evidence for differing public health status amongst different components of U.S. society.
PBH-4.C Evaluate how public health resources can be distributed to improve equity and justice within the U.S. at various levels.
PBH-5 Identify the difference between effective and scientifically sound medical information as opposed to false, misleading, and unsupported information.
PBH-5.A Identify the components of peer-reviewed research and academic press.
PBH-5.B Identify and evaluate conflicts of interest and bias in investigators.
PBH-5.C Describe the sources of false, misleading, and unsupported information and how that information spreads through the population.
PBH-5.D Explain the history of vaccine opposition in the U.S. since 1750.
PBH-5.E Describe the effect of social media on public health and evaluate methods of combating misinformation on social media and the internet.
PBH-6 Understand the community organizing foundation of public health along with the use of culturally relevant and responsive methodologies in medical communication and medical literacy building.
PBH-6.A Explain the role of language as both a barrier to medical literacy and an opportunity for community engagement.
PBH-6.A.1 Understand the use of Pláticas and other culturally relevant discourse methods as a foundational method for public health community engagement.
a. Identify the systemic barriers that are imposed upon linguistically diverse populations within a community.
b. Develop the skill of communicating public health information through listening to the target population’s needs in their own language and empowering them to make decisions that are both medically effective and relevant to their histories and cultures.
PBH-3.A.2 Understand that linguistic engagement is beyond translation and must acknowledge a community’s culture to provide the skills within the community’s cultural framework to access the medical system and clinic culture.
PBH-6.B Demonstrate community organizing foundational skills through engagement with a community of practice in the service area.
PBH-6.B.1 Demonstrating that listening to authentic discussions, in their language, is essential to seeking to understand the issues that are most relevant to that community
PBH-6.B.2 Facilitating discussions to develop solutions through authentic conversations within the community by taking a step to engage as a listener.
PBH-6.B.3 Identify the need to support efforts of the community to increase medical literacy as a follower and not as a leader.
PBH-6.B.3 Demonstrate how to leverage cultural capital to improve the health of the community.
a. Identify areas of positive cultural capital reserves within a community
b. Understand the possibilities of counterfeit cultural capital, the dangers of it, and how it might limit medical literacy.
c. Understand the potential negative aspects of interest convergence in public health and the need to potentially leverage interest convergence to increase medical literacy and possibilities of policy change.
PBH-6.B.5 Identify and explain that public health solutions are not geographic but must be viewed in the extreme disaggregate. Each community of practice, each group of neighbors, down to each family requires a different approach based on their expression of their needs.