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RESEARCH: John P. Allegrante, Robert W. Moon, M. Elaine Auld, and Kristine M. Gebbie Continuing-Education Needs of the Currently Employed Public Health Education Workforce Am J Public Health 2001; 91: 1230-1234 [Abstract] [Full text] [PDF]

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Looking Beyond Experts and Content

Jane Ellery   (28 March 2002)

Looking Beyond Experts and Content 28 March 2002
Jane Ellery, Doctoral Student University of South Florida Send letter to journal: Re: Looking Beyond Experts and Content jellery{at}hsc.usf.edu Jane Ellery	The important information presented by Allegrante, Moon, Auld, and Gebbie(1) is timely, offering an initial framework to assist in the planning and development of training opportunities to enhance the effectiveness of the public health education workforce. Unfortunately, input from an important group, currently employed health educators, appears to be missing from the discussion. Although the competencies identified by the consensus panel are important to consider, continuing education programs have been shown to be most effective when tailored to suit the specific needs of the professionals participating in the training.(2) Additionally, continuing education training differs from pre-service training in that participants typically have on-the-job experience and have specific job related tasks they are interested in improving. A panel may be able to address global issues related to health education job skill needs. However, emphasis must be placed on the wants and needs identified by currently employed health educators for workforce training to be effective. Expanding beyond content areas for workforce training, careful consideration must also be given to identifying individuals and organizations responsible for developing and implementing training programs. An organized approach and the cooperation of many groups are import to the success of this type of an effort. Unlike the entry-level and graduate competencies that have been incorporated into many university -based educational programs, workforce training comes from a less formalized training body. Who will be responsible for addressing the continuing education needs of health educators? From where will the funding and motivation for delivering this type of program come? Health educators’ ability to address the changing needs of health education and health promotion in the 21st century relies heavily on the ability to provide a unified training focus. Additionally, consideration must be given to the multiple modes of delivery available for the instruction and facilitation of educational programs. In 1998, the Public Health Functions Project(3) stated that public health workforce training should maximize the use of evolving technologies such as distance learning. However, Ehrmann(4) cautions that “if you’re headed in the wrong direction, technology won’t help you get to the right place” (p. 21). Little evidence-based research is available to draw from as health education workforce training programs are put into practice, and great consideration must be given to the process to ensure movement in the right direction. 1. Allegrante JP, Moon RW, Auld ME, Gebbie KM. Continuing-education needs of the currently employed public health education workforce. Am J Public Health. 2001;91:1230-1234. 2. Swerissen H, Tilgner L. A workforce survey of health promotion education and training needs in the state of Victoria. Aust N Z J Public Health. 2000;24:407-412. 3. Department of Health and Human Services (US), Public Health Service. The public health workforce: An agenda for the 21st century Available at: http://www.health.gov/phfunctions/pubhlth.pdf. Accessed September 19, 2001. 4. Earlmann SC. Asking the right questions. Change. 1995;27:20-27.