DOCSLIB.ORG

APPLIED EPIDEMIOLOGY COMPETENCIES (Aecs)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
APPLIED EPIDEMIOLOGY COMPETENCIES (Aecs) ABOUT CSTE CONVENERS4 The Council of State and Territorial Epidemiologists (CSTE) Denise Koo, MD, MPH Centers for Disease Control and Prevention is a professional association of more than 1050 public Matthew Boulton, MD, MPH health epidemiologists working in states, local and federal University of Michigan School of Public Health health agencies, and territories. CSTE works to establish CHAIRS effective relationships among state and other health Guthrie Birkhead, MD, MPH agencies and provides technical advice and assistance New York State Department of Health Competencies for Applied Epidemiologists in to partner organizations such as the Centers for Disease Kathleen Miner, PhD, MPH, CHES Rollins School of Public Health, Emory University Governmental Public Health Agencies: Control and Prevention (CDC) and the Association of State and Territorial Health Officials (ASTHO). CONSULTANT AND EDITOR Jac Davies, MS, MPH A P P L I E D E P I D E M I O L O G Y CSTE Consultant and Editor CSTE’s national headquarters is located in Atlanta, Georgia. COMPETENCIES (AECs ) CSTE is governed by a 10-member Executive Board EXPERT PaNEL Kaye Bender, RN, PhD, FAAN An introduction to the new standards comprising four officers and six members-at-large. University of Mississippi Medical Center School of Nursing of practice for epidemiologists working Roger Bernier, PhD, MPH During the 1950s, CSTE was charged with recommending Centers for Disease Control and Prevention within the U.S. public health system. Mike Crutcher, MD, MPH nationally notifiable diseases to CDC. CSTE has continued Oklahoma State Department of Health to collaborate with CDC to improve the public’s health by Richard Dicker, MD, MSc AEC DEVELOPMENT supporting the efforts of epidemiologists working at the Centers for Disease Control and Prevention 5 state and local levels and by promoting the effective use James Gale , MD, MS In 2004, the Centers for Disease Control and University of Washington Prevention (CDC) and the Council of State and of epidemiologic data to guide public health practice and 5 Kristine Gebbie , DrPH, RN Territorial Epidemiologists (CSTE) convened an improve health. Policy development, strong partnerships Columbia University School of Nursing expert panel1 to define the competencies of with related organizations, workforce preparation, Gail Hansen, DVM, MPH Kansas Department of Health and Environment applied epidemiologists in governmental public professional expertise, and commitment to public health Richard S. Hopkins, MD, MSPH health agencies. research make CSTE a unique resource for epidemiologists Centers for Disease Control and Prevention Sara L. Huston, PhD nationwide. North Carolina Divison of Public Health The panel comprised leaders in epidemiology Maureen Lichtveld5, MD, MPH who work in local, state, and federal public Centers for Disease Control and Prevention health agencies and accomplished individuals For more information, visit Miriam Link-Mullison, MS, RD from academia and industry. Jackson County (IL) Health Department Kristine Moore5, MD, MPH www.cste.org/competencies.asp University of Minnesota GOAL Hal Morgenstern, PhD www.cdc.gov/od/owcd/cdd/aec/ University of Michigan School of Public Health To improve the practice of epidemiology in Lloyd Novick, MD, MPH public health agencies. To receive a printed copy of the toolkit, Onondaga (NY) County Health Department contact CSTE at: Len Paulozzi, MD, MPH OBJECTIVES Centers for Disease Control and Prevention Arthur Reingold5, MD The panel set forth objectives to create a University of California at Berkeley Council of State and Territorial Epidemiologists: comprehensive list of competencies that William M. Sappenfield, MD, MPH 2872 Woodcock Boulevard, Suite 303 Centers for Disease Control and Prevention • Define the discipline of applied Atlanta, GA 30341-4015 Gregory Steele, DrPH, MPH epidemiology and P 770-458-3811 Indiana University School of Medicine • Describe what skills four different levels Lou Turner, DrPH, MPH of practicing epidemiologists working in F 770-458-8516 State Laboratory of Public Health, North Carolina www.cste.org Mark E. White, MD governmental public health agencies Centers for Disease Control and Prevention should have to accomplish required tasks. 4 Panelist with organizational affiliation at start of process. 5 Review panelist. 1 The expert panel members are listed on the back of this brochure. INTENDED USES OF THE AECs COMPETENCY DEFINED Epidemiology Practitioners can use the competencies to Competencies are action-oriented statements that delineate the essential knowledge, skills, and assess their current skill level and define focus areas for abilities in the performance of work responsibilities.2 Competencies are describable and observable. additional training. Striving to achieve higher competency levels can be used as a career-development plan. EPIDEMIOLOGY AND COMPETENCY CONSTRUCT Employers can use the competencies to create career EPIDEMIOLOGIST DEFINED The AECs were built on the competency set developed ladders for their epidemiology positions on an objective Epidemiology, one of the core sciences of public health, by the Council on Linkages between Academia and Public basis. Job descriptions can be aligned with the competencies is “the study of the distribution and determinants of Health, with modifications to reflect the particular needs of to objectively evaluate a candidate’s merits in the field. health-related states and events in specific populations, epidemiologic practice. Additionally, organizations can use the competencies to and the application of this study to control of health The AECs are organized into the eight skill domains defined assess their overall epidemiologic capacity. problems.”3 by the Council on Linkages, as follows: • Assessment and Analysis Educators can use the competencies to design education An epidemiologist is a person who investigates the • Basic Public Health Sciences programs that meet public health agencies’ needs by occurrence of disease, injury, or other health-related • Communication mapping the competencies to epidemiology curricula. In conditions or events in populations to describe the • Community Dimensions of Practice addition, critical elements of epidemiology practice defined distribution of disease, or risk factors for disease, for • Cultural Competency within the competencies can be incorporated into existing population-based prevention and control. • Financial Planning and Management coursework. Consequently, epidemiology graduates will • Leadership and Systems Thinking possess many of the skills outlined in the AECs, which will Public heath epidemiologists who work in local, state, • Policy Development help them quickly transition into productive members of and federal health agencies are critical for detecting, the public health workforce. controlling, and preventing major health problems. Each skill domain comprises one to nine high-level competencies specifically related to applied epidemiology. Epidemiologists elucidate and communicate risks and National Organizations can use the AECs to further Subcompetencies and sub-subcompetencies define each recommend actions to prevent and control an array of develop the epidemiology workforce. For example, both competency to make the expectations of each component serious threats to the public’s health. the Epidemic Intelligence Service (EIS) and the CDC/ clear to the user. CSTE Applied Epidemiology Fellowship curricula are being The expert panel developed comprehensive Additionally, competencies are organized into four skill aligned to the AECs, and the Association of Schools of epidemiology competencies spanning four levels of levels, called tiers, with language specific to level of Public Health has developed guidelines for mapping the practitioners’ responsibility, experience, and skill. experience, knowledge, and job responsibilities expected AECs to curricula. An extensive validation process allowed all levels of within each tier. Tiers are organized as follows: epidemiologists and stakeholders to provide quantitative • Tier 1—Entry level or basic and qualitative feedback. Thus, the competencies not • Tier 2—Mid-level only reflect an evidence-based approach to defining • Tier 3a—Supervisory competence but also support those whose performance • Tier 3b—Senior scientist will be ascertained and ultimately improved. AEC RESOURCES AEC “Toolkit” Components Full text of the competency document, additional • Competency Skill Assessments background information about the AEC development • Informational PowerPoint® Presentations 2 Nelson JC, Essien JDK, Loudermilk R, Cohen D. The Public Health Competency process, and summaries of competencies by tier are • Sample Position Descriptions Handbook: Optimizing Individual & Organization Performance for the Public’s Health. Atlanta, GA: Center for Public Health Practice of the Rollins School of Public Health; available on the websites below. In addition, a “toolkit” is • Informational Brochure 2002. available with resources to help individuals and organizations • Summary of Available Training Resources incorporate the AECs into their practice. • An Interactive Introduction to the Competencies 3 Last JM. A Dictionary of Epidemiology. 4th ed. New York: Oxford University Press; 2001:62. Lessons learned from implementation of the AECs will strengthen, and result in future revisions of, the competencies and toolkit. For more information, visit: www.cste.org/competencies.asp www.cdc.gov/od/owcd/cdd/aec/.
Load more

Recommended publications
  • Spanish Certificate Info and Sign up Form
    International Certificate in Cultural Competency and Communication in Spanish One of the goals of Vision 2020 is to “diversify and globalize the A&M community”. Two key indicators in Texas A&M’s (TAMU) Quality Enhancement Plan are specific to creating excellence in diversity of student learning and in internationalization. These two goals are stated as follows: • Students graduating from Texas A&M University should be able to function successfully in complex, diverse, social, economic, and political contexts. • Students graduating from Texas A&M University will be able to function effectively in their chosen career fields in an international setting. Specifically, students who complete the BIMS International Certificate will: 1. Be functionally bilingual and employ attained language skills in both social and formal settings 2. Be able to perform linguistically and in a culturally sensitive manner within the medial and/or agricultural environment 3. Gain experiential knowledge abroad, expanding their cultural sensitivities and functionality in a foreign environment. Students should be able to compare and contrast Latin American and Spanish cultural ideas with those of the Anglo population within the United States. Students should recognize cultural differences, using language and social skills to interact effectively within a foreign environment. The certificate has been generated with the student’s required TAMU core curriculum in mind. Many students may wish to discuss a minor in language, political science, sociology, etc. based upon the courses taken to satisfy the certificate requirements. To discuss a minor, please speak with your academic advisor as well as the college/department in which you wish to minor.
    [Show full text]
  • 2–22–05 Vol. 70 No. 34 Tuesday Feb. 22, 2005 Pages 8501–8708
    2–22–05 Tuesday Vol. 70 No. 34 Feb. 22, 2005 Pages 8501–8708 VerDate jul 14 2003 20:36 Feb 18, 2005 Jkt 205001 PO 00000 Frm 00001 Fmt 4710 Sfmt 4710 E:\FR\FM\22FEWS.LOC 22FEWS i II Federal Register / Vol. 70, No. 34 / Tuesday, February 22, 2005 The FEDERAL REGISTER (ISSN 0097–6326) is published daily, SUBSCRIPTIONS AND COPIES Monday through Friday, except official holidays, by the Office PUBLIC of the Federal Register, National Archives and Records Administration, Washington, DC 20408, under the Federal Register Subscriptions: Act (44 U.S.C. Ch. 15) and the regulations of the Administrative Paper or fiche 202–512–1800 Committee of the Federal Register (1 CFR Ch. I). The Assistance with public subscriptions 202–512–1806 Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 is the exclusive distributor of the official General online information 202–512–1530; 1–888–293–6498 edition. Periodicals postage is paid at Washington, DC. Single copies/back copies: The FEDERAL REGISTER provides a uniform system for making Paper or fiche 202–512–1800 available to the public regulations and legal notices issued by Assistance with public single copies 1–866–512–1800 Federal agencies. These include Presidential proclamations and (Toll-Free) Executive Orders, Federal agency documents having general FEDERAL AGENCIES applicability and legal effect, documents required to be published Subscriptions: by act of Congress, and other Federal agency documents of public interest. Paper or fiche 202–741–6005 Documents are on file for public inspection in the Office of the Assistance with Federal agency subscriptions 202–741–6005 Federal Register the day before they are published, unless the issuing agency requests earlier filing.
    [Show full text]
  • Summer 2021.Indd
    Summer 2021 at | cmu.edu/osher w CONSIDER A GIFT TO OSHER To make a contribution to the Osher Annual Fund, please call the office at 412.268.7489, go through the Osher website with a credit card, or mail a check to the office. Thank you in advance for your generosity. BOARD OF DIRECTORS CURRICULUM COMMITTEE OFFICE STAFF Allan Hribar, President Stanley Winikoff (Curriculum Lyn Decker, Executive Director Jan Hawkins, Vice-President Committee Chair & SLSG) Olivia McCann, Administrator / Programs Marcia Taylor, Treasurer Gary Bates (Lecture Chair) Chelsea Prestia, Administrator / Publications Jim Reitz, Past President Les Berkowitz Kate Lehman, Administrator / General Office Ann Augustine, Secretary & John Brown Membership Chair Maureen Brown Mark Winer, Board Represtative to Flip Conti CATALOG EDITORS Executive Committee Lyn Decker (STSG) Chelsea Prestia, Editor Rosalie Barsotti Mary Duquin Jeffrey Holst Olivia McCann Anna Estop Kate Lehman Ann Isaac Marilyn Maiello Sankar Seetharama Enid Miller Raja Sooriamurthi Diane Pastorkovich CONTACT INFORMATION Jeffrey Swoger Antoinette Petrucci Osher Lifelong Learning Institute Randy Weinberg Helen-Faye Rosenblum (SLSG) Richard Wellins Carnegie Mellon University Judy Rubinstein 5000 Forbes Avenue Rochelle Steiner Pittsburgh, PA 15213-3815 Jeffrey Swoger (SLSG) Rebecca Culyba, Randy Weinberg (STSG) Associate Provost During Covid, we prefer to receive an email and University Liaison from you rather than a phone call. Please include your return address on all mail sent to the Osher office. Phone: 412.268.7489 Email: [email protected] Website: cmu.edu/osher ON THE COVER When Andrew Carnegie selected architect Henry Hornbostel to design a technical school in the late 1890s, the plan was for the layout of the buildings to form an “explorer’s ship” in search of knowledge.
    [Show full text]
  • Lesson 1 Introduction to Epidemiology
    Lesson 1 Introduction to Epidemiology Epidemiology is considered the basic science of public health, and with good reason. Epidemiology is: a) a quantitative basic science built on a working knowledge of probability, statistics, and sound research methods; b) a method of causal reasoning based on developing and testing hypotheses pertaining to occurrence and prevention of morbidity and mortality; and c) a tool for public health action to promote and protect the public’s health based on science, causal reasoning, and a dose of practical common sense (2). As a public health discipline, epidemiology is instilled with the spirit that epidemiologic information should be used to promote and protect the public’s health. Hence, epidemiology involves both science and public health practice. The term applied epidemiology is sometimes used to describe the application or practice of epidemiology to address public health issues. Examples of applied epidemiology include the following: • the monitoring of reports of communicable diseases in the community • the study of whether a particular dietary component influences your risk of developing cancer • evaluation of the effectiveness and impact of a cholesterol awareness program • analysis of historical trends and current data to project future public health resource needs Objectives After studying this lesson and answering the questions in the exercises, a student will be able to do the following: • Define epidemiology • Summarize the historical evolution of epidemiology • Describe the elements of a case
    [Show full text]
  • Life Course Epidemiology D Kuh, Y Ben-Shlomo, J Lynch, J Hallqvist, C Power
    778 GLOSSARY Life course epidemiology D Kuh, Y Ben-Shlomo, J Lynch, J Hallqvist, C Power ............................................................................................................................... J Epidemiol Community Health 2003;57:778–783 The aim of this glossary is to encourage a dialogue that will life course epidemiology has paid particular attention to the long term effects of childhood advance the life course perspective. and adolescent risk factors on later disease. This ........................................................................... is partly a response to the emphasis on adult factors in most post-war aetiological models of life course approach offers an interdisci- chronic disease. This is in contrast with the focus plinary framework for guiding research on of life span developmental psychology on adult health, human development and aging. human development to counter the dominance 1 A 1 23 4 of child centred developmental psychology. Psychologists, sociologists, demographers, anthropologists,5 and biologists6 have actively Life course epidemiology attempts to integrate promoted such an approach for many years. The biological and social risk processes rather than interdisciplinary research area of developmental draw false dichotomies between them. The science,78 also brings together psychological, interests of life course epidemiology overlap with cognitive, and biological research on develop- social epidemiology, that branch of epidemiology mental processes from conception to death. that studies
    [Show full text]
  • The Ohio State University College of Public Health | 2010
    IMPACTPUBLIC HEALTH The Research Magazine of The Ohio State University College of Public Health | 2010 Inside this issue: • Food Innovation Center • Stimulus funding and public health • Tobacco research in Appalachia • Champions of Public Health Dean’s Message Taking on tough problems Public health doesn’t shy away from tough challenges. As a discipline, we’ve taken on Big Tobacco, HIV/AIDS, and automotive safety. You can see from this magazine that our faculty take that legacy seriously. We’re still embracing seemingly impossible tasks. Yet public health offers the best hope for solving many of these problems. Our faculty work to eliminate food-borne illnesses, prevent childhood obesity and combat smokeless tobacco in Appalachian Ohio. Editorial Staff We also engage the next generation of public health leaders, our students. Learning about all Christine O’Malley, Communications Director they do to keep us healthy makes me optimistic for our future. Wendy Pramik, Communications Coordinator We don’t think small when it comes to improving people’s lives. I hope you are equally Publication design by The Drawing Room inspired as you read this magazine. Surely you know public health champions who improve the Photo credits: health of Ohioans. Use the form on page 11 to nominate someone for our 2010 Champion of All photos are credited to University Public Health awards. I am certain your public health champion doesn’t shy away from tough Photography or college staff except p. 9, Jeff challenges either. McCollum. Impact Magazine is published annually by the OSU College of Public Health for the alumni, faculty, students, staff and friends of the Dean Stanley Lemeshow college.
    [Show full text]
  • A Global Report on Falls Prevention Epidemiology of Falls
    A Global Report on Falls Prevention Epidemiology of Falls A Global Report on Falls Prevention Epidemiology of Falls Sachiyo Yoshida – Intern Ageing and Life Course Family and Community Health World Health Organization 1 A Global Report on Falls Prevention Epidemiology of Falls Table of contents 1. DEFINITION ...................................................................................................4 2. INCIDENCE.....................................................................................................5 2.1. FREQUENCY OF FALLS ......................................................................................................................................5 2.2. FALL -RELATED INJURIES : THE CANADIAN SURVEY ....................................................................................6 2.3. DISTRIBUTION ....................................................................................................................................................6 Time................................................................................................................................................................................6 Location...........................................................................................................................................................................7 Location of fall by age and sex group................................................................................................................................7 Location of fall-related fractures .......................................................................................................................................8
    [Show full text]
  • Epidemiology
    LECTURE NOTES Epidemiology For Health Extension Workers Yigzaw Kebede University of Gondar In collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education November 2004 Funded under USAID Cooperative Agreement No. 663-A-00-00-0358-00. Produced in collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education. Important Guidelines for Printing and Photocopying Limited permission is granted free of charge to print or photocopy all pages of this publication for educational, not-for-profit use by health care workers, students or faculty. All copies must retain all author credits and copyright notices included in the original document. Under no circumstances is it permissible to sell or distribute on a commercial basis, or to claim authorship of, copies of material reproduced from this publication. ©2004 by Yigzaw Kebede All rights reserved. Except as expressly provided above, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission of the author or authors. This material is intended for educational use only by practicing health care workers or students and faculty in a health care field. Acknowledgments The development of this lecture note for training Health Extension workers is an arduous assignment for Dr. Yigzaw Kebede at Gondar University. Essentially, it required the consolidation and merging of existing in depth training materials, examination of Health Extension Package manuals and the Curriculum.
    [Show full text]
  • Community Engagement Pilot Program
    Pilot Research Awards for Children’s National Health System and The George Washington University Information and Instructions for the 2019-2020 Pilot Application The goal of this document is to provide the information you need to successfully complete your application for the CTSI-CN v2.0 Pilot Research Award. TABLE OF CONTENTS I. Introduction ...................................................................................................................... 2 II. Pilot Translational and Clinical Studies Program ............................................................. 3 III. Important Dates ............................................................................................................... 4 IV. Anticipated Number of Awards & Funds Available .......................................................... 4 V. Award Period ................................................................................................................... 4 VI. Eligibility Criteria .............................................................................................................. 5 VII. General Instructions ......................................................................................................... 5 VIII. Phase I: Letter of Intent ................................................................................................... 6 IX. Application Development Support ................................................................................... 7 X. Phase II: Full Proposal ....................................................................................................
    [Show full text]
  • Ladders Revisited
    RESEARCH Ladders revisited Biswadev Mitra, Peter A Cameron and Belinda J Gabbe he first major report of falls from ABSTRACT ladders as a significant cause of mor- Objective: To describe the epidemiology of falls from ladders in a state-wide tality and morbidity was published in T1 2,3 population. 1981. Single-centre studies in Australia and overseas studies4-7 have all concluded Design and setting: Retrospective review of data from the the Victorian State Trauma that falls from ladders result in significant Registry and the Victorian Emergency Minimum Dataset on patients presenting to mortality and morbidity, demanding public hospital emergency departments (EDs) with injuries due to a fall while climbing a focused injury prevention efforts. Under- ladder, from 1 July 2001 to 30 June 2005. standing the epidemiology of falls from lad- Main outcome measures: Overall trends in the incidence of ladder-related ED ders is crucial for developing targeted presentations, and in cases of major trauma, trends according to age, and trends The Medical Journal of Australia ISSN: according to activity at the time of the fall. prevention0025-729X1 strategies 1 January with 2007 the 186 greatest 1 31-34 Results: 4553 patients presented to EDs after falls from ladders in Victoria during the potential©The for Medical reducing Journal incidence. of Australia 2007 Ourwww.mja.com.au aims were to describe the epidemiol- study period; 160 patients had injuries classified as major trauma. There has been a ogy ofResearch falls from ladders resulting in serious significant rise in the number of presentations to EDs following falls from ladders in injury across a state-wide population (Vic- Victoria, with a marked increase in the number of cases involving patients aged over 50 toria, total population about 5 million), and years and those climbing ladders outside of paid working conditions.
    [Show full text]
  • Epidemiology & Diseases of the Community Samuel Hui, MD RPVI Mclaren Bay Heart & Vascular Disclosures
    Epidemiology & Diseases of the Community Samuel Hui, MD RPVI McLaren Bay Heart & Vascular Disclosures • No disclosures Agenda • Introduction • Purpose • Definitions • Bay County Community Health Assessment 2018 • MBR Provider Survey Results • MBR Patient Statistics • National Data • My Experiences Agenda #FEEL Source: Awkard Yeti Comics Introduction Source: McLaren Bay Region Nabisco Story • Everyone has a story * * * * ** * * * * Purpose • “We got a lot of sick patients.” • “You’re gonna be so busy, you’re not even gonna know what to do with yourself.” • “Get ready to work… welcome to the family.” To learn about Bay City, MI and understand the Patient Population we serve. Definitions - Epidemiology • The word epidemiology is derived from Greek terms meaning “upon” (epi), “the people” (demos), and “study” (logos) or “the study of what is upon the people.” • Epidemiology is the study of the distribution and determinant of health and disease in populations. Source: Rutherford’s Vascular Surgery and Endovascular Therapy Public Health Accreditation Board Source: Public Library of Science: John Snow – The First Epidemiologist Definitions – Community Health • Community health is a discipline of public health that is the study and improvement of the health-related characteristics of the relationships between people and their physical and social environments. Source: Public Health Accreditation Board Community Health Needs Assessment • Bay County Community Health Needs Assessment (CHNA) 2018 • Required by The Patient Protection and Affordable Care Act of 2010 for tax- exempt hospitals to create CHNA every 3 years Source: Bay County Community Health Needs Assessment 2018 Steady decline in population: 2% in the last 3 years. Source: Bay County Community Health Needs Assessment 2018 The only age group in Bay County that is experiencing an increase in population is the 65 and older population.
    [Show full text]
  • 2021-22 Bulletin: the Graduate School
    2021–22 Bulletin The Graduate School Bulletin 2021-22 Table of Contents (07/22/21) Table of Contents About This Bulletin .......................................................................................................................................................................................... 4 About Washington University in St. Louis ...................................................................................................................................................... 5 Trustees & Administration ........................................................................................................................................................................ 5 Academic Calendar .................................................................................................................................................................................. 5 Campus Resources .................................................................................................................................................................................. 6 University Policies .................................................................................................................................................................................... 9 University Affiliations .............................................................................................................................................................................. 14 Arts & Sciences ...........................................................................................................................................................................................
    [Show full text]