1. Field Epidemiology Training Programs
FETP MODELS
Presented by Ken Johnson
August 8, 2011
Resident Advisor Orientation

2. FETP Models Field Epidemiology Training Programs (FETPs)
Two–year full time competency-based training and service programs in applied epidemiology and public health that contribute to building public health system capacity in the countries in which they are implemented by:
Strengthening response to acute problems such as outbreaks
Strengthening the scientific basis for program and policy decisions
Strengthening surveillance systems
Strengthening the communication of epidemiologic information
Several practices distinguish FETPs-

3. FETP Models Field Epidemiology Training Programs (FETPs)
Providing service: Both the residents as individuals and the FETP as a program are expected to provide service to the Ministry of Health (MOH) and to improve the health of the population.
Implementing competency-based training: Graduates of each program are expected to demonstrate proficiency in a defined set of competencies. In most programs around 75% of the training period is devoted to practicing epidemiology in the field under the guidance of a mentor.
Building systems capacity: Takes place in the host country and is sponsored or co-sponsored by the MOH. CDC or other partners may participate in implementing the program, but the programs are intended to become self-sustaining programs within the host country’s public health system.

4. FETP Models Field Epidemiology Training Programs (FETPs)
FETP Operation Locus
Ideally FETP should be imbedded w/in MOH
Have a position in MOH’s org chart
Positioned w/in MOH section that handles epidemiology, surveillance, outbreaks (communicable disease)
Some are based/located/housed elsewhere
University, Public Health Institutions, others
Should still provide service to MOH

5. FETP Models Field Epidemiology Training Programs (FETPs)
FETP Recruitment
Ideally FETP recruits from current MOH staff (federal/state/provincial/district)
Depends upon needs of country & MOH structure
Physicians; laboratorians, veterinarians, dentists, pharmacists, nurses, and microbiologists
Other qualifications may apply (age, length of time w/ MOH)
May come from specific programs
Some organizations may have negotiated slots

6. FETP Models Field Epidemiology Training Programs (FETPs)
Proportion of time spent in classroom (≈25%)
Amount of time spent in formal training activities, usually in a classroom, ranges from 2 to 10 months.
Programs affiliated with a university and result in a degree may require a greater amount of time in the classroom

7. FETP Models Field Epidemiology & Laboratory Training Programs (FELTPs)
Same as FETP with a separate laboratory track; Trains public health laboratory scientists also
Focus: strengthening laboratory infrastructure and leadership
Competency-based curriculum: laboratory-based surveillance, outbreak response, analysis, pathogen identification, and disease monitoring
Fosters understanding and communication linkages between epidemiologists and laboratory scientists
Improve outbreak response and control w/ consistent, high-quality laboratory testing, rapid dissemination of laboratory information to assist in identification and understanding
Build quality laboratory networks; support laboratory improvement and regulation

8. FETP Models Field Epidemiology & Laboratory Training Programs (FELTPs) w/ Veterinary Track
Same as FETP with a separate veterinary track; usually provides service to Ministry of Agriculture or other related Ministry
Trains veterinary scientists also; Identifying and evaluating microbiological hazards to human health of animal origin
Competency-based curriculum: veterinary-based surveillance, outbreak response, investigating the impact of zoonotic disease on the health, disseminating relevant information to experts in public health, veterinary science and other scientific disciplines,
Fosters a One Health approach & links between epidemiologists, laboratory scientists, and veterinarians to improve the health of people, animals, and environment

9. FETP Models Field Epidemiology & Laboratory Training Programs (FELTPs) w/ Concentrations
Same as FETP or FELTP with distinct coursework and activities geared toward one particular disease
Focus generally takes place outside of the inclusive didactic sessions
May only involve a small percentage of the total resident cohort
May be referred to as a “track” also by others

10. FETP Models Field Epidemiology & Laboratory Training Programs Tracks vs. Concentrations
Public health discipline and/or closely related field
(Epidemiology/Laboratory/ Veterinary)
All residents learn during didactic sessions
CONCENTRATION
Specific disease or field of study
(Influenza, TB, Malaria, HIV, Cancer)
Subset of residents learn specific aspects during field sessions; additional lectures may be involved
Core public health disciplines: Biostatistics, Environmental Health Sciences, Epidemiology, Health Policy Management, and Social and Behavioral Sciences, Emergency Medical Services, International/Global Health , Maternal and Child Health, Nutrition, Public Health Laboratory Practice, Public Health Practice

11. FETP Models Field Epidemiology & Laboratory Training Programs (FELTPs) w/ degrees or certifications
Involves an additional partnership w/ an in-country university to offer a Master level degree for graduates;
Some programs offer other certifications or diplomas
Curriculum developed in conjunction with universities and involved ministries
University usually will play a role in providing some lectures and mentorship
Involvement of university improves chances of sustainability

12. FETP Models Field Epidemiology & Laboratory Training Programs Regional Approach
FETP or FELTP with more than one country involved
Collaboration and participation by each country involved
One country serves as the “hub” where didactic work occurs
Residents may return to respective country for field work or may conduct field work in “hub” country
Steering Committee and/or funding will decide how many residents come from each country

13. FETP Models Pyramid Model

14. FETP Models Pyramid Model
N=12 graduates
N=154 graduates
N=946 graduates
Distribution of Graduates and Trainees
Guatemala,

15. FETP Models Short Courses
Any number of shorter duration courses that are a compliment to the FETP; increases awareness of the importance of epidemiology and surveillance
Provided for a different audience of public health professionals than FELTP residents
Allow you to train a larger number of public health professionals in a shorter period of time
Curriculum developed in conjunction with involved ministries ; customized based on a country’s public health priorities and infrastructure

16. FETP Models Short Courses
Many names, models, and time durations exist ; not to be confused w/ FETP seminars
Helps establish a network of healthcare professionals that are speak same language as FETP
Helps to further develop and enhance skills within the ministries especially in provinces/states/regions;
Can serve as a huge advocacy tool in-country, especially prior to starting the FELTP
Can be used as a screening tool for FETP