7.0. Conclusion
This review has suggested priorities for the education of urban health professionals. First, researchers, practitioners and policy makers need to define the scope of the field of urban health and encourage the development of theories, models and concepts that bring together the diverse disciplines working to improve the health of urban populations. Second, universities and other training programs should broaden the diversity of the students they educate to be urban health professionals and the faculty who teach them. Third, teachers should continue to develop pedagogical strategies uniquely suited to developing the competencies that urban health professionals will need to master. Fourth, universities need to consider various organizational frameworks for teaching urban health and select the options that best match their resources and mission and meet the personnel needs of the region they serve. Finally, universities, health departments and accrediting agencies need to identify new opportunities for collaboration to create the health workforce needed to improve the health of urban populations in the 21st century.
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Freudenberg, N., Klitzman, S. (2005). Teaching Urban Health. In: Galea, S., Vlahov, D. (eds) Handbook of Urban Health. Springer, Boston, MA . https://doi.org/10.1007/0-387-25822-1_26
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