Analysis of the Training Requirements
It is recognized that surveillance professionals should know about information communication technology, management, and public health disciplines (Joshi & Perin, 2012). Advanced training in population health and practice opportunities pegged on the core competencies enhances the surveillance capacity of the professionals. According to Allan et al. (2004), formal education in any population health discipline is an educational prerequisite for PHI training programs. Professionals with a background in “disease prevention, health services research, and health promotion” can enroll for a PHI certificate (Drehobl, Roush, Stover, & Koo, 2012, p. 27). Additionally, prior knowledge in biostatistics, epidemiology, and behavioral sciences is crucial to professionals undertaking surveillance training.
The capacity to diagnose and investigate diseases requires training in policy development/planning (Hersh, 2010). Experts in health informatics should understand methods in health data collection and interpretation, policy formulation, evaluation of policy outcomes, and monitoring and evaluation of interventions. Surveillance also requires the analytical capacity to assess a health problem based on data, interpret risk factors, and disseminate information (Savel & Foldy, 2012). Thus, clinical research background is also is an essential requirement in surveillance training.
A Summary of the Findings
An effective surveillance system requires a well-trained workforce. One of the training requirements for PHI training is public health background. The predominant skill requirements include knowledge in clinical/population health, disease prevention, epidemiology, and health information technology. Professionals in the health care field can undertake a certificate program in PHI. These individuals have a good understanding of clinical conditions, population health, and behavioral/social sciences. According to Gebbie, Merrill, Hwang, Gebbie, and Gupta (2003), surveillance relies heavily on data on disease progression. Thus, a biostatistics background is important in data collection, evaluation, and interpretation.
My Training Needs
To enhance my competence in PHI, I would need training in informatics and data management. According to Butler, Quill, and Potter (2008), data management using technology tools facilitates data standardization and validation, which leads to effective surveillance systems. I would also need training on technologies such as electronic health records and other systems that allow automated data management.
Available Resources
The California Department of Health (2015) outlines the resources useful in health informatics training. Some of the resources for information that I would use during my training include:
- The CDC Public Health Information Network – facilitates the sharing of electronic data resources among agencies.
- Healthcare Information and Management Systems (HIMSS) – it promotes the use of ICT in healthcare.
- The American Health Information Management Association (AHIMA) – brings together professionals involved in health informatics.
- The Council of State and Territorial Epidemiologists – offers guidelines on surveillance protocols and standards.
Evaluating the Effectiveness of the Training
According to the Institute of Medicine (2003), public health informatics curricula should focus on enhancing individual skills in each competency domain. This means that a student is expected to possess a certain level of skills within each core competency domain. I would evaluate the effectiveness of my training based on the competencies acquired after completing the program and the extent to which it meets my training needs.
Conclusion
Public health surveillance needs adequate training in public health, information technology, statistics, epidemiology, and behavioral sciences, among others. Training requirements include formal education in clinical/public health. Effective training should be grounded on the core competencies of the discipline.
References
Allan, J., Barwick, T., Cashman, C., Cawley, J., Day, C., Doughlass, C.,…Wood, D. (2004). Clinical Prevention and Population Health: Curriculum Framework for Health Professions. American Journal of Preventive Medicine, 27, 471–481.
Butler, J., Quill, B., & Potter, M. (2008). On Academics: Perspectives on the Future of Academic Public Health Practice. Public Health Report, 123, 102–5.
California Department of Health. (2015). Informatics Workforce Development and Training. Web.
Drehobl, P., Roush, S., Stover, B., & Koo, D. (2012). Public Health Surveillance Workforce of the Future. Supplements, 63(1), 25-29.
Gebbie, K., Merrill, J., Hwang, I., Gebbie, E., & Gupta, M. (2003). The Public Health Workforce in the Year 2000. Journal of Public Health management Practice, 9(1), 79-86.
Hersh, W. (2010). The Health Information Technology Workforce: Estimations of Demands and a Framework for Requirements. Applied Clinical Informatics, 1, 194-200.
Institute of Medicine. (2003). Who will Keep the Public Healthy: Educating Public Health Professionals for the 21st Century. Washington, DC: The National Academies Press.
Joshi, A., & Perin, D. (2012). Gaps in the Existing Public Health Informatics Training Programs: A Challenge to the Development of a Skilled Global Workforce. Perspectives in Health Information Management, 1, 56-64.
Savel, T., & Foldy, S. (2012). The Role of Public Health Informatics in Enhancing Public Health Surveillance. Supplements, 61(3), 20-24.