Reflections on the Future of Epidemiology: How Students Can Inform Our Vision

Olshan, Andrew F.

doi:10.1007/s40471-017-0122-z

Cited by 2 publications

(1 citation statement)

References 5 publications

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“…With the advent of new statistical methods, new complex data available across a wide range of disciplines, ever-evolving genomic, environmental, and other technologies, and adoption of these methods and technologies by epidemiologists, students will be confronted with significant challenges (16,17). Applications to areas such as infectious disease, chronic disease, and climate change will be fertile incubators for these.…”

Section: Training and The Professionmentioning

confidence: 99%

Epidemiology: Back to the Future

Olshan¹,

Roux

Hatch

et al. 2019

American Journal of Epidemiology

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In 2018, the Society for Epidemiologic Research and its partner journal, the American Journal of Epidemiology, assembled a working group to develop a set of papers devoted to the “future of epidemiology.” These 14 papers covered a wide range of topic areas and perspectives, from thoughts on our profession, teaching, and methods to critical areas of substantive research. The authors of those papers considered current challenges and future opportunities for research and education. In light of past commentaries, 4 papers also include reflections on the discipline at present and in the future.

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Section: Training and The Professionmentioning

confidence: 99%

Epidemiology: Back to the Future

Olshan¹,

Roux

Hatch

et al. 2019

American Journal of Epidemiology

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A Snapshot of Doctoral Training in Epidemiology: Positioning Us for the Future

Hlaing¹,

Schmidt²,

Ahn³

et al. 2020

American Journal of Epidemiology

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Although epidemiology core competencies are established by the Association of Schools and Programs of Public Health for masters-level trainees, no equivalent currently exists for the doctoral level. Thus, the objective of the Doctoral Education in Epidemiology Survey (2019) was to collect information on doctoral-level competencies in general epidemiology (doctoral) degree programs and other pertinent information from accredited programs in the United States and Canada. Participants (doctoral program directors or knowledgeable representatives of the program) from 57 institutions were invited to respond to a 39-item survey (18 core competencies; 9 noncore or emerging topic–related competencies; and 12 program-related items). Participants from 55 institutions (96.5%) responded to the survey, of whom over 85% rated 11 out of 18 core competencies as “very important” or “extremely important.” More than 80% of the programs currently emphasize 2 of 9 noncore competencies (i.e., competency to ( 1) develop and write grant proposals, and ( 2) assess evidence for causality on the basis of different causal inference concepts). “Big data” is the most frequently cited topic currently lacking in doctoral curricula. Information gleaned from previous efforts and this survey should prompt a dialog among relevant stakeholders to establish a cohesive set of core competencies for doctoral training in epidemiology.

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Reflections on the Future of Epidemiology: How Students Can Inform Our Vision

Cited by 2 publications

References 5 publications

Epidemiology: Back to the Future

Epidemiology: Back to the Future

A Snapshot of Doctoral Training in Epidemiology: Positioning Us for the Future

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