Applied Epidemiology Competencies: Experience in the Field

Thoroughman, Doug

doi:10.1177/00333549081230s104

Cited by 9 publications

(11 citation statements)

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“…Competencies are needed in the rapidly changing field of epidemiology in order to “provide a standard definition of what is usually done in the profession…and a way to measure the qualifications of candidates for the jobs we are trying to fill” (6). The Centers for Disease Control and Prevention and the Council of State and Territorial Epidemiologists have collaborated since 2004 to develop Competencies for Applied Epidemiologists in Governmental Public Health Agencies.…”

Section: Discussionmentioning

confidence: 99%

“…Frequencies of race/ethnicity and place of employment were compared with data from other ACE reports (12–14) and the NSF Survey of Doctoral Recipients (2008). Workforce characteristics were compared with previously identified educational needs and competencies for the epidemiology workforce (6, 15–18). …”

Section: Methodsmentioning

confidence: 99%

“…The field of epidemiology has grown to encompass a number of subspecialties such as neuroepidemiology, pharmacoepidemiology, social epidemiology, psychiatric epidemiology, and genetic epidemiology (1, 4, 5). Although this growth has helped epidemiology to become a major factor in solving many of the public health problems of society, it has also led to the field becoming somewhat fractionated with a lack of standardization, raising the question of what are the fundamental competencies of the profession (5, 6). …”

Section: Introductionmentioning

confidence: 99%

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The Training of Epidemiologists and Diversity in Epidemiology: Findings from the 2006 Congress of Epidemiology Survey

Carter‐Pokras

Spirtas

Bethune

et al. 2009

Annals of Epidemiology

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Purpose In the past decade, we have witnessed increasing numbers of individuals entering the field of epidemiology. With the increase also has come a diversity of training and paths by which individuals entered the field. The purpose of this survey was characterization of the epidemiology workforce, its job diversity, and continuing education needs. Methods The Minority Affairs and Membership committees of the American College of Epidemiology (ACE) prepared and administered a workforce survey to identify racial/ethnic diversity, demographic background, workplace type, credentials, income, subspecialties, and continuing education needs of epidemiologists. The survey was self-administered to attendees of the Second North American Congress of Epidemiology in June 2006. Results A sample of 397 respondents of the 1348 registered for the Congress was captured (29.5% response). Epidemiologists who participated were from 36 states and 18 countries; 54.6% were trained at the doctoral level; 19.1% earned $120,001 or more a year. A wide range of epidemiology subspecialties and continuing education needs were identified. Conclusions This preliminary snapshot of epidemiologists indicates a wide range of training mechanisms, workplace sites, and subspecialties. Results indicate a need for examination of the core graduate training needs of epidemiologist as well as responding to desired professional development needs through the provision of continuing educations efforts.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Training of Epidemiologists and Diversity in Epidemiology: Findings from the 2006 Congress of Epidemiology Survey

Carter‐Pokras

Spirtas

Bethune

et al. 2009

Annals of Epidemiology

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“…To provide consistency among GSERPs and assist with marketing the programs to funders, public health practice partners, and students, GSERPs could explicitly link training and activities to public health competencies, such as the Applied Epidemiology Competencies (AECs) developed by CDC and the Council of State and Territorial Epidemiologists. [14][15][16] Programs could also address the Core Competencies for Public Health Professionals developed by the Council on Linkages between Academia and Public Health Practice. 17 Evaluation of the programs could include students' self-assessments of competency around select AECs or other relevant competencies.…”

Section: Program Sustainabilitymentioning

confidence: 99%

Review of the UNC Team Epi-Aid Graduate Student Epidemiology Response Program Six Years after Implementation

2010

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Service learning is one way that academia can contribute to assuring the public's health. The University of North Carolina's Team Epi-Aid service-learning program started in 2003. Since then, 145 graduate student volunteers have contributed 4,275 hours working with the state and local health departments during 57 activities, including outbreak investigations, community health assessments, and emergency preparedness and response. Survey data from student participants and public health partners indicates that the program is successful in meeting its goal of creating effective partnerships among the university, the North Carolina Center for Public Health Preparedness, and state and local health departments; supplying needed surge capacity to health departments; and providing students with applied public health experience and training. In this article, we discuss the programmatic lessons learned around administration, maintaining student interest, program sustainability, and challenges since program implementation.

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“…[6][7][8][9] It has had a major effect in solving a variety of health concerns in societies, but concerns have arisen about the competencies required to perform as an epidemiologist. [8][9][10] Competency-based education has been recommended for public health training and education in order to minimize the gap between traditional programs and the practice of competency requirements. 9 Several frameworks have been proposed for competency-based medical education.…”

Section: Introductionmentioning

confidence: 99%

Complementary Core Competencies for Master of Science in Epidemiology Students

Aminisani¹,

Shamshirgaran²,

Bazargani³

et al. 2016

Res Dev Med Edu

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Introduction: Competency-based education has been recommended in training and education of public health to reduce the gap between traditional teaching and the competencies required in practice. Epidemiology as a fundamental of public health science has come to attention. The aim of this study was to introduce a complementary core competency program for Master of Science (MSc) in epidemiology students in Iran. Methods: A workgroup in the department of statistics and epidemiology of Tabriz University of Medical Sciences including five epidemiologists and three biostatisticians prepared an outline of complementary core competencies for epidemiology MSc students. In the first step several discussion rounds were done to review the current curriculum, then the workgroup sought students' opinions to find out about their needs. In addition, a review of the current literature around the topic was done. In the final step the program components were developed by the workgroup and initially implemented. Results: A complementary program consists of eight domains: general knowledge, problem finding, data analysis and interpretation, communications, management, consultation, leadership skills and professionalism. This program focused on basic competencies and those competencies outside the major field for a graduate of epidemiology to enhance their knowledge, attitude and skills. The program was scheduled to run in the third semester and approximate time for completion was three months. Conclusion: The development and initial implementation of the complementary core competency program was successful and the authors will attempt to extend the program and evaluate the implementation phase. Article infoPlease cite this article as: Aminisani N, Shamshirgaran SM, Sadeghi-Bazargani H, Asghari-Jafarabadi M, Dastgiri S, Sarbakhsh P, et al. Complementary core competencies for master of science in epidemiology students. Res Dev Med Educ 2016;5(1):36-41.

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Applied Epidemiology Competencies: Experience in the Field

Cited by 9 publications

References 0 publications

The Training of Epidemiologists and Diversity in Epidemiology: Findings from the 2006 Congress of Epidemiology Survey

The Training of Epidemiologists and Diversity in Epidemiology: Findings from the 2006 Congress of Epidemiology Survey

Review of the UNC Team Epi-Aid Graduate Student Epidemiology Response Program Six Years after Implementation

Complementary Core Competencies for Master of Science in Epidemiology Students

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