Am J Epidemiol. 2020 Oct 1;189(10):1154-1162. doi: 10.1093/aje/kwaa069.
Although epidemiology core competencies are established by the Association of Schools and Programs of Public Health for masters-level trainees, no equivalent currently exists for the doctoral level. Thus, the objective of the Doctoral Education in Epidemiology Survey (2019) was to collect information on doctoral-level competencies in general epidemiology (doctoral) degree programs and other pertinent information from accredited programs in the United States and Canada. Participants (doctoral program directors or knowledgeable representatives of the program) from 57 institutions were invited to respond to a 39-item survey (18 core competencies; 9 noncore or emerging topic-related competencies; and 12 program-related items). Participants from 55 institutions (96.5%) responded to the survey, of whom over 85% rated 11 out of 18 core competencies as "very important" or "extremely important." More than 80% of the programs currently emphasize 2 of 9 noncore competencies (i.e., competency to ( 1) develop and write grant proposals, and ( 2) assess evidence for causality on the basis of different causal inference concepts). "Big data" is the most frequently cited topic currently lacking in doctoral curricula. Information gleaned from previous efforts and this survey should prompt a dialog among relevant stakeholders to establish a cohesive set of core competencies for doctoral training in epidemiology.
尽管公共卫生学校和项目协会为硕士水平的学员制定了流行病学核心能力，但目前还没有同等的博士水平能力。因此，2019 年博士流行病学教育调查的目的是收集一般流行病学（博士）学位课程的博士水平能力信息以及美国和加拿大认证课程的其他相关信息。邀请了来自 57 个机构的参与者（博士课程主任或项目的知识代表）回答 39 项调查（18 项核心能力；9 项非核心或新兴主题相关能力；以及 12 项与课程相关的项目）。来自 55 个机构的参与者（96.5%）对调查做出了回应，其中超过 85%的人将 18 项核心能力中的 11 项评为“非常重要”或“极其重要”。目前，超过 80%的课程强调 9 项非核心能力中的 2 项（即，制定和撰写资助提案的能力，以及根据不同的因果推理概念评估因果关系证据的能力）。“大数据”是目前博士课程中最常提到的缺失主题。从以前的努力和这次调查中收集到的信息应该促使相关利益相关者之间进行对话，为流行病学博士培训建立一套有凝聚力的核心能力。
