FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W1588656502> ?p ?o ?g. }

• W1588656502 endingPage "5" @default.
• W1588656502 startingPage "4" @default.
• W1588656502 abstract "At the end of the day, what is important in any line of work is the ability to do a job and do it well consistently. That is the basic ability we call competence. Formally, a competency is defined as a cluster of related knowledge, attitudes, and skills that affects the major part of one's job and can be measured against well-accepted standards and improved through training.1 Competencies define a job, and the degree to which one can define those competencies also defines the ability to hire, train, and retain people in that position. Therein lies the rub; few jobs today readily lend themselves to clear, easily understood, and widely accepted measures of competence. The challenges are multiple, and the excellent efforts described in this issue of Public Health Reports to develop and use competencies in a single field of public health—applied epidemiology—are the early steps in a long process.Epidemiology has been defined by one bard as “a public health science which claims to be different from all other forms of science by using the research model of (1) establishing a hypothesis, (2) testing that hypothesis, and (3) drawing a conclusion based on the result of the test of the hypothesis.”2 The last sentence in the article by Birkhead et al.,3 which appears in this issue, begins to formulate the hypothesis “…will evaluate their [competencies'] utility and effectiveness as part of an ongoing process to update and improve them.” In addition, the early definition by Terris4 extended the definition of epidemiology to include not only etiologic research, but also surveillance, documentation of health disparities, and evaluation of health programs and policies. Our foundation of etiologic knowledge of causes has fostered “applied epidemiology,” which can be described on the basis of five core purposes that seek to (1) synthesize the results of etiologic studies to assess cause across a body of literature; (2) describe disease and risk factor patterns to set priorities; (3) evaluate public health programs, laws, and policies; (4) measure the patterns and outcomes of health care; and (5) communicate epidemiologic findings effectively to health professionals and the public.5What is summarized in this issue resulted from vision, skepticism, initiative, dispute, persistence, and a passion for improving the health of the public. Persuading practitioners and teachers to focus on specific competencies and then agree on the priorities has been a challenge, but positive signs of concurrence are emerging. The article by Birkhead and his colleagues describes the results of that process,3 as does the development of core competencies for students completing a Master of Public Health degree, as described by Moser et al.6Adopting principles that are effective (i.e., evidence-based practice) at the local, regional, state, national, and international levels also is a major endeavor. The majority of people working in public health practice have no formal training in public health. One of the main barriers to strengthening the epidemiologic workforce lies in the lack of available formal training, including continuing education, focused on core competencies.7 Efforts from New York in pursuing training in evidence-based public health emphasize the importance of focusing on local-level practitioners.8 The successful effort in Virginia to apply the competency model to the state and local workforce demonstrates the relevance of the competencies to public health practice.9,10 Obtaining agreement regarding competencies that were acceptable to epidemiologists at different tiers of training and practice was likewise a challenge.11 Generalizability of competencies to multiple settings is crucial, and adaptability of the concept is demonstrated clearly in the development of a competency-based core curriculum for field epidemiology training programs in more than 30 countries.12Given these groundbreaking efforts, the hardest part is yet to come: evaluating competency-based approaches. In other words, does it matter? Evidence indicates that health administration training programs using a competency-based approach are effective in increasing short-term knowledge and skills.13 However, more work is needed to evaluate the longer-term effects of competency-based training programs.An important product of competency-based training is that it forces practitioners and teachers to think rigorously about what they do and what should be the measurable results of their efforts. Done well, such an evaluation effort facilitates employee development and improvement of training programs. This, in turn, enables one to know which people to hire, how to foster their growth and development after they are hired, and, in principle, how to assess job performance. In a flexible system, competencies will evolve as concerns change and technologies and knowledge are introduced. In short, competency-based training should ensure a competent, prepared, and sustainable workforce.A major challenge to adopting competency-based learning and practice will be resistance by both universities and public health agencies to the changes that will be required. Although this approach is logical, people will have to be convinced of the effort necessary to actualize these concepts, which includes deciding how these competencies will be taught, used, and measured. Then, training programs will have to deal with such realities as academic committees and accreditation. The Association of Schools of Public Health has recognized the need for competency-based education and for master's-level training that includes a meaningful practice experience. Similarly, public health agencies will have to deal with bureaucracies that include ever-evolving laws, rules, and regulations. Of course, everyone will deal with inertia and people who are too busy to change.In the final analysis, however, the success of the effort to define and develop competencies in applied epidemiology will be measured by the degree to which practicing epidemiologists are competent, prepared, and able to succeed in their work." @default.
• W1588656502 created "2016-06-24" @default.
• W1588656502 creator A5056154692 @default.
• W1588656502 creator A5084691556 @default.
• W1588656502 date "2008-01-01" @default.
• W1588656502 modified "2023-09-27" @default.
• W1588656502 title "Practicing Epidemiology: How Competent are We?" @default.
• W1588656502 cites W148428889 @default.
• W1588656502 cites W1495882032 @default.
• W1588656502 cites W1495954304 @default.
• W1588656502 cites W1564741057 @default.
• W1588656502 cites W1878359969 @default.
• W1588656502 cites W196322066 @default.
• W1588656502 cites W2018531422 @default.
• W1588656502 cites W2305067159 @default.
• W1588656502 cites W2328935157 @default.
• W1588656502 cites W4229780237 @default.
• W1588656502 cites W96698773 @default.
• W1588656502 doi "https://doi.org/10.1177/00333549081230s102" @default.
• W1588656502 hasPubMedCentralId "https://www.ncbi.nlm.nih.gov/pmc/articles/2233733" @default.
• W1588656502 hasPubMedId "https://pubmed.ncbi.nlm.nih.gov/18497009" @default.
• W1588656502 hasPublicationYear "2008" @default.
• W1588656502 type Work @default.
• W1588656502 sameAs 1588656502 @default.
• W1588656502 citedByCount "16" @default.
• W1588656502 countsByYear W15886565022012 @default.
• W1588656502 countsByYear W15886565022014 @default.
• W1588656502 countsByYear W15886565022015 @default.
• W1588656502 countsByYear W15886565022018 @default.
• W1588656502 countsByYear W15886565022019 @default.
• W1588656502 countsByYear W15886565022021 @default.
• W1588656502 countsByYear W15886565022023 @default.
• W1588656502 crossrefType "journal-article" @default.
• W1588656502 hasAuthorship W1588656502A5056154692 @default.
• W1588656502 hasAuthorship W1588656502A5084691556 @default.
• W1588656502 hasBestOaLocation W15886565021 @default.
• W1588656502 hasConcept C107130276 @default.
• W1588656502 hasConcept C142724271 @default.
• W1588656502 hasConcept C2779473830 @default.
• W1588656502 hasConcept C512399662 @default.
• W1588656502 hasConcept C55493867 @default.
• W1588656502 hasConcept C71924100 @default.
• W1588656502 hasConcept C86803240 @default.
• W1588656502 hasConcept C99454951 @default.
• W1588656502 hasConceptScore W1588656502C107130276 @default.
• W1588656502 hasConceptScore W1588656502C142724271 @default.
• W1588656502 hasConceptScore W1588656502C2779473830 @default.
• W1588656502 hasConceptScore W1588656502C512399662 @default.
• W1588656502 hasConceptScore W1588656502C55493867 @default.
• W1588656502 hasConceptScore W1588656502C71924100 @default.
• W1588656502 hasConceptScore W1588656502C86803240 @default.
• W1588656502 hasConceptScore W1588656502C99454951 @default.
• W1588656502 hasIssue "1_suppl" @default.
• W1588656502 hasLocation W15886565021 @default.
• W1588656502 hasLocation W15886565022 @default.
• W1588656502 hasLocation W15886565023 @default.
• W1588656502 hasLocation W15886565024 @default.
• W1588656502 hasOpenAccess W1588656502 @default.
• W1588656502 hasPrimaryLocation W15886565021 @default.
• W1588656502 hasRelatedWork W2021994406 @default.
• W1588656502 hasRelatedWork W2046213076 @default.
• W1588656502 hasRelatedWork W2316531681 @default.
• W1588656502 hasRelatedWork W2365640140 @default.
• W1588656502 hasRelatedWork W2369363752 @default.
• W1588656502 hasRelatedWork W2375441629 @default.
• W1588656502 hasRelatedWork W2394141121 @default.
• W1588656502 hasRelatedWork W2418402702 @default.
• W1588656502 hasRelatedWork W2529300817 @default.
• W1588656502 hasRelatedWork W3024446326 @default.
• W1588656502 hasVolume "123" @default.
• W1588656502 isParatext "false" @default.
• W1588656502 isRetracted "false" @default.
• W1588656502 magId "1588656502" @default.
• W1588656502 workType "article" @default.