Epidemiologic didactic training is not critical for health educators: They would be better prepared by focusing only on the behavioral, health policy and health care reform aspects of public health

Despite changes purported in the epidemiological transition, both developed and developing countries are now facing a deluge of chronic conditions and communicable diseases. Recent examples include the bird flu and avian flu pandemics, and the epidemic of obesity among youth and adults. These devastating disease conditions are occurring alongside one another in communities, with numerous other conditions. All public health professionals are being challenged in dealing with these multiplex conditions. Some of the work presented in this paper is based on guest lectures in a capstone master's course for graduating health educators. After obtaining results from background preparation, research and meta-analysis of epidemiology education and health education data bases, information was summarized and presented to students. They were assigned homework, presented with epidemiological readings, and provided with the debate topic. Based on their individual perspective, students presented their case for or against the topic of interest, and added some reasons to support epidemiological training or in not community health education programs. Findings suggest a split in the overall proportion of health educators who believe there is already too much epidemiology in the community health curriculum, versus others who hail the idea of more epidemiology preparation. Given the demonstrated paucity of trained epidemiologists in the U.S., and the daily spectrum of diseases, it becomes even more critical for health educators to understand the epidemiological underpinnings of each emerging or re-emerging disease. This will enhance health educators' ability to apply relevant prevention and control strategies for specific individuals in a hurting world.