An explorative study on the challenges of solidarity in public health practice and teaching

This paper explores the place of solidarity in public health discourse and practice. We explore how public health experts define and understand the concept of solidarity in public health in their professional life and what are the challenges of rendering solidarity a competence in the training of public health practitioners. Semi-structured interviews were conducted online with 18 participants, including academic professors and public health students, recruited through purposive sampling. Our interviewees understood solidarity as a multifaceted concept that encompasses social identity and serves as a means to achieve shared goals. Although they did not reach a consensual definition of solidarity, they emphasized its importance in public health practices and initiatives. This importance, however, is not currently evident in training and educational program of public health. The paper concludes by suggesting that educators should strive to present solidarity not as a monolithic concept, but as one that is interpreted and practiced in various ways around the world. It should be integrated early in the curriculum, presented through case studies, personal stories, and role-playing rather than perusing a universal definition.