Replicating Success: Developing a Standard FETP Curriculum

Traicoff, Denise; Walke, Henry; Jones, Donna; Gogstad, Eric K.; Imtiaz, Rubina; White, Mark

doi:10.1177/00333549081230s109

Cited by 36 publications

(35 citation statements)

References 6 publications

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“…We used as our starting point CDC’s recommended FETP standard curriculum (Traicoff et al, 2008). We also reviewed the curricula of FETPs in the Americas, reports from other FETPs in the region, and the existing training materials of the CAFETP.…”

Section: Methodsmentioning

confidence: 99%

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Traicoff

Suárez-Rangel²,

Espinosa-Wilkins

et al. 2015

Pedagogy in Health Promotion

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Field Epidemiology Training Programs (FETPs) are recognized worldwide as an effective means to strengthen countries’ capacity in epidemiology, surveillance, and outbreak response. FETPs are field-based, with minimum classroom time and maximum time in the field, providing public health services while participants achieve competency. The Central America FETP (CAFETP) uses a three-level pyramid model: basic, intermediate, and advanced. In 2006, a multidisciplinary team used a methodical process based on adult learning practices to construct a competency-based curriculum for the CAFETP. The curriculum was designed based on the tasks related to disease surveillance and field epidemiology that public health officers would conduct at multiple levels in the system. The team used a design process that engaged subject matter experts and considered the unique perspective of each country. The designers worked backwards from the competencies to define field activities, evaluation methods, and classroom components. The 2006 pyramid curriculum has been accredited for a master’s of science in field epidemiology by the Universidad del Valle de Guatemala and has been adapted by programs around the world. The team found the time and effort spent to familiarize subject matter experts with key adult learning principles was worthwhile because it provided a common framework to approach curriculum design. Early results of the redesigned curriculum indicate that the CAFETP supports consistent quality while allowing for specific country needs.

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Section: Methodsmentioning

confidence: 99%

Strong and Flexible

Traicoff

Suárez-Rangel²,

Espinosa-Wilkins

et al. 2015

Pedagogy in Health Promotion

Self Cite

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“…Each program, along with its associated curriculum, was developed on an individualized basis. 13 However, as the popularity of the FETP model has grown, the demand for CDC technical assistance has exceeded its ability to develop targeted curricula de novo for each country. Recognizing that, while countries do have different public health needs, there are many fundamental similarities in the skills and knowledge needed by public health workers and a core set of competencies that all field epidemiologists ideally should possess.…”

Section: Field Epidemiology Training Programs (Fetps)mentioning

confidence: 99%

“…13 Competencies are used as a basis for developing training programs and serve as a baseline for identifying what trainees should be able to do when the training is complete. For example, the Association of Schools of Public Health developed competencies for graduating MPH students, which might become the basis of professional credentialing in the future.…”

Section: Defined Competenciesmentioning

confidence: 99%

Training the Global Public Health Workforce Through Applied Epidemiology Training Programs: CDC’s Experience, 1951–2011

et al. 2011

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The strengthening of health systems is becoming increasingly recognized as necessary for the achievement of many objectives promoted or supported by global public health initiatives. Key within the effort to strengthen health systems is the development of a well-prepared, skilled, and knowledgeable public health workforce. Over 60 years ago, the United States Centers for Disease Control and Prevention (CDC) began the first training program in applied epidemiology, the Epidemic Intelligence Service (EIS), a two-year, in-service training program in epidemiology and public health practice. Since 1951, the EIS has produced welltrained and highly qualified applied or field epidemiologists, many of whom later became leaders within the US public health system. In 1980, the CDC began assisting other countries to develop their own field epidemiology training programs (FETPs), modeling them after the highly successful EIS program. FETPs differ from other training programs in epidemiology in that: (1) they are positioned within Ministries of Health and the activities of the residents are designed to address the priority health issues of the Ministry; (2) they stress the principle of training through service; and (3) they provide close supervision and mentoring by trained field epidemiologists. While FETPs are designed to be adaptable to the needs of any given country, there exist many fundamental similarities in the skills and knowledge required by public health workers. Recognizing this, CDC developed a standard core FETP curriculum that can be adapted to any country's needs. Countries can further customize FETP trainings to meet their specific needs by adding specialized "tracks" or by targeting different audiences and levels of the health system. Although FETPs require substantial investments in time and resources as well as 190Public Health Reviews, Vol. 33,No 1,[190][191][192][193][194][195][196][197][198][199][200][201][202][203] Applied Epidemiology Training Programs: CDC's Experience 191 significant commitment from ministries, CDC's vision is that every country will have access to an FETP to help build its public health workforce and strengthen its public health systems.

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“…The CDD will continue to use this type of approach with its other fellowship programs. International programs modeled after EIS use a similar approach (58,78).…”

Section: Fellowships At the Centers For Disease Control And Preventionmentioning

confidence: 99%

Outcome-Based Workforce Development and Education in Public Health

Koo

Miner

2010

Annu. Rev. Public Health

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The broad scope of the public health mission leads to an increasingly diverse workforce. Given the range of feeder disciplines and the reality that much of the workforce does not have formal training in public health science and practice, a pressing need exists for training and education throughout the workforce. Just as we in public health take a rigorous approach to our science, so too should we take a rigorous, evidence-driven approach to workforce development. In this review, we recommend a framework for workforce education in public health, integrating three critical conceptual approaches: (a) adult learning theory; (b) competency-based education; and (c) the expanded Dreyfus model in public health, an addition to the Dreyfus model of professional skills progression. We illustrate the application of this framework in practice, using the field of applied epidemiology. This framework provides a context for designing and developing high-quality, outcome-based workforce development efforts and evaluating their impact, with implications for academic and public health practice efforts to educate the public health workforce.

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Replicating Success: Developing a Standard FETP Curriculum

Cited by 36 publications

References 6 publications

Strong and Flexible

Strong and Flexible

Training the Global Public Health Workforce Through Applied Epidemiology Training Programs: CDC’s Experience, 1951–2011

Outcome-Based Workforce Development and Education in Public Health

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