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© 2001 American Public Health Association
RESEARCH |
John P. Allegrante is with the National Center for Health Education, Teachers College, and Division of Sociomedical Sciences, Mailman School of Public Health, Columbia University, New York, NY. At the time of the study, Robert W. Moon was with the Montana Department of Public Health and Human Services, Helena. M. Elaine Auld is with the Society for Public Health Education, Washington, DC. Kristine M. Gebbie is with the Center for Health Policy, Columbia University School of Nursing, New York, NY.
Correspondence: Requests for reprints should be sent to John P. Allegrante, PhD, National Center for Health Education, Teachers College, Columbia University, 525 W 120th St, New York, NY 10027 (e-mail: jpa1{at}columbia.edu).
Objectives. This study examined the continuing-education needs of the currently employed public health education workforce.
Methods. A national consensus panel of leading health educators from public health agencies, academic institutions, and professional organizations was convened to examine the forces creating the context for the work of public health educators and the competencies they need to practice effectively.
Results. Advocacy; business management and finance; communication; community health planning and development, coalition building, and leadership; computing and technology; cultural competency; evaluation; and strategic planning were identified as areas of critical competence.
Conclusions. Continuing education must strengthen a broad range of critical competencies and skills if we are to ensure the further development and effectiveness of the public health education workforce.
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