Completing the Continuum of Public Health Education

The concept of the continuum of public health education was put forth in the Association of Schools and Programs of Public Health’s 2015 Framing the Future report. ¹ It was designed as an aspirational framework to guide the development of public health education as it sought to fully serve the needs of students and the workplace. It was also conceived as a vehicle for integrating the rapidly growing movement in undergraduate public health

In the decade since Framing the Future, undergraduate public health education has grown rapidly, approaching 20 000 bachelor’s degrees annually, approximately the same number as master of public health degrees. ² In addition, a large number of 4-year institutions offer public health minors. Graduate public health education has also grown but more slowly. ³

Recent changes in the United States, including reduced federal research funding, limited federally guaranteed financial aid, and restrictions on international students, have put financial pressure on graduate public health research and education. Ironically, these pressures have reinforced the need to complete the continuum of public health education.

Completing the Continuum of Public Health Education

The National Board of Public Health Examiners (NBPHE) is in the process of operationalizing the continuum of public health education by developing or considering the development of examinations to distinguish and test 4 levels of competence. These certifications, if fully implemented, could connect public health education with the public health workforce and connect the components of the continuum of public health education.

• Disease investigation specialist: a certification for those with a minimum of a high school degree and 2 years of relevant work experience, such as infectious disease control, public health preparedness, and community outreach.

• Entry-level microcredentials: a certification for public health minors and community college students who have successfully taken core coursework in public health.

• Foundational certification: a certification for those with public health and related bachelor’s degrees, geared toward bachelor’s degree competencies.

• Certified in public health: the well-established NBPHE credential geared toward master’s-level core competencies.

Connecting the Components of the Continuum of Public Health Education

In addition to distinguishing the competencies involved in each of these levels and recognizing their fulfillment through a certification process, the full development of the continuum of public health education requires development of a smooth transition between the components of the continuum. This process is underway and includes a range of efforts:

• Development of bachelor’s/master’s degree programs: These programs, often 5 years in duration, allow a seamless transition from a bachelor’s degree to a master’s degree while saving students time and money.

• Facilitating transfer of community college graduates to 4-year colleges: This is a high priority, as exemplified by statewide mandates guaranteeing admission to 4-year public colleges and universities. ⁴ Additional models to facilitate transfer continue to be needed.

• The disease investigation specialist certification funded by the Centers for Disease Control and Prevention and supported by the Association of Schools and Programs of Public Health and NBPHE: This certification provides a public health career pathway for high school graduates. ⁵

Last but not least, the continuum of public health education requires full integration of graduate and undergraduate public health faculty and doctoral students.

• Graduate faculty are increasingly taking on undergraduate teaching given the continuing growth of undergraduate public health and the financial pressures on graduate education and research. Faculty who have previously taught graduate students exclusively often need to understand how undergraduate students differ from graduate students.

• Doctoral students traditionally serve as teaching assistants. Career opportunities for today’s doctoral students also require experience as educators, including curriculum development, skilled use of technology, educational publishing, student advisement, and mentored teaching. Educational fellows who receive formal coursework and supervised teaching and educational projects during doctoral training may meet these needs.

The continuum of public health education has moved from an aspirational concept to a roadmap for the development of public health education. Its continued development can guide the future of public health education.