Oral

The lack of adequate investment in training the public health workforce challenges the development of effective systems. Reports document the need for clarifying the size, education levels, and quality assurance mechanisms of this workforce. In most locales individuals providing front line public health service are underpaid, overworked, face increasing workforce shortages and may lack the competency-based preparation or continuing education needed to meet present day challenges. Enumeration studies of the public health workforce lack a clear definition of a public health worker as demonstrated by the multiple categories in the 2000 HRSA workforce enumeration study. Though some categories have clear educational requirements (e.g., registered nurse or physician) and may require a license, many (e.g.., environmental health worker or epidemiologist) may be filled by individuals with a doctorate OR less than an undergraduate degree. Increasing and retaining a well trained workforce may require expanding various undergraduate training efforts. Though the MPH is the entry level for public health workforce leaders, the majority of the public health workforce does not hold a masters’ level degree or have public health training. Many workers in local public health systems are trained at the undergraduate level or below. As the field attempts to expand the quality and size of the workforce, an emphasis on incorporating undergraduate level training has taken root. In response, four issues will be examined in this undergraduate public health training town hall: 1.) How will we assess the level of training of public health workers and what initiatives could be developed to offer the current workforce the competency-based training they need and want? 2.) What is known about the existing undergraduate level training, such as environmental health workers, health educators and/or public health nurses, and what are those professions doing to move their graduates toward competency-based core discipline training in public health? 3.) Are there barriers to providing real public health experience to undergraduates? 4.) What initiatives are underway in non-public health academic undergraduate majors to expand understanding of public health as a profession, to appreciate the science of public health and the value of ensuring the health of the public?

Session Objectives: At the completion of the session the participants will be able to: 1. Discuss the need for, challenges to and plans for assessing the current public health workforce. 2. Compare the different types of undergraduate public health training. 3. Describe what is known about existing undergraduate level training, such as environmental health workers, health educators and/or nurses, and describe what those professions are doing to move their graduates toward competency-based core discipline training in public health. 4. Describe the barriers to providing real public health experience to undergraduates. 5. Discuss initiatives are underway in non-public health academic undergraduate majors and institutions to expand appreciation for public health as a profession, to recognize the science of public health and to embrace the value of ensuring the health of the public.

CE Credits: Medical (CME), Health Education (CHES), Nursing (CNE), Public Health (CPH)