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Volume 28, Supplement—December 2022
SUPPLEMENT ISSUE
Workforce

Continuing Contributions of Field Epidemiology Training Programs to Global COVID-19 Response

Elizabeth BellComments to Author , Camille Mittendorf, Erika Meyer, Olivia Barnum, Carl Reddy, Seymour Williams, Henry Baggett, and Reina Turcios-Ruiz
Author affiliations: Centers for Disease Control and Prevention, Atlanta, Georgia, USA (E. Bell, C. Mittendorf, E. Meyer, O. Barnum, S. Williams, H. Baggett, R. Turcios-Ruiz); Task Force for Global Health, Decatur, Georgia, USA (C. Reddy); Training Programs in Epidemiology and Public Health Interventions Network (TEPHINET), Decatur (C. Reddy)

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Table 4

Competencies in Field Epidemiology Training Programs by public health topic area*

Competency Activity
Epidemiologic methods
 Use epidemiologic practices to conduct studies that improve public health program delivery; respond to outbreaks
Biostatistics
 Analyze epidemiologic data using appropriate statistical methods
Public health surveillance
 Set up, manage, and evaluate a public health surveillance system
Laboratory and biosafety
 Use laboratory resources to support epidemiologic activities
Communication
 Develop written public health communications; develop and deliver oral public health communications
Computer technology
 Use computers for specific applications relevant to public health practices
Management and leadership
 Manage a field project; manage staff and resources; be an effective team leader and member; manage personal responsibilities
Prevention effectiveness
 Apply simple tools for economic analysis
Teaching and mentoring
 Train public health professionals; mentor public health professionals
Epidemiology of priority diseases and injuries Evaluate and prioritize the importance of diseases or conditions of national public health concern

*Source: Traicoff et al. (1)

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References
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  2. Al Nsour  M, Khader  Y, Bashier  H, Alsoukhni  M. Evaluation of advanced Field Epidemiology Training Programs in the Eastern Mediterranean Region: a multi-country study. Front Public Health. 2021;9:684174. DOIPubMedGoogle Scholar
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  4. Traicoff  DA, Suarez-Rangel  G, Espinosa-Wilkins  Y, Lopez  A, Diaz  A, Caceres  V. Strong and flexible: developing a three-tiered curriculum for the Regional Central America Field Epidemiology Training Program. Pedagogy Health Promot. 2015;1:74–82. DOIPubMedGoogle Scholar
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Page created: October 19, 2022
Page updated: December 11, 2022
Page reviewed: December 11, 2022
The conclusions, findings, and opinions expressed by authors contributing to this journal do not necessarily reflect the official position of the U.S. Department of Health and Human Services, the Public Health Service, the Centers for Disease Control and Prevention, or the authors' affiliated institutions. Use of trade names is for identification only and does not imply endorsement by any of the groups named above.
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