Learning Learning to Transform Training for Applied Epidemiology
This thesis explores how training and learning happen in applied epidemiology training programs.
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About
Applied epidemiologists are the reconnaissance arm of health emergencies. Mastering the trade requires technical proficiency, critical thinking, political navigation, and community engagement. Many who enter the field must also shift perspectives from the individual to the population.
Today, almost one hundred applied or field epidemiology training programs (also called, FETP) operate in more than two-thirds of the world’s countries and territories. They typically favour learning in the field to the classroom. Most are based on US CDC’s Epidemic Intelligence Service (EIS) training model, which began in 1951.
This research explores how training and learning happen in applied epidemiology training programs. It includes a case study of the foundational program, U.S. CDC's Epidemic Intelligence Service, and a co-designed qualitative study based in a constuctivist and critical action research framework. The qualitative study draws on grounded theory and narrative inquiry to inquire into practices, understandings, and situations for training and learning. The research was developed with lead trainers in training programs in Australia, Japan, Mongolia, and Taiwan.
This research has received Human Ethics approval from the ANU (2021/771). Data collection is nearly complete.
- principles and processes for the design and re-design of training programs and for trainer/facilitator practice
- quantitative surveys on the representativeness of the findings and on the barriers to changing programs or practices
- guidance for program reviews and evaluations
- advocacy for development and support
- shared understanding with stakeholders about expected outcomes of the programs
For more detail on the proposed thesis, please see the video below, “Thesis Proposal Review.”
Thesis Proposal Review
Team
| Principal Investigator |
| Matthew Myers Griffith (@mattmgriffith) |
| Co-investigators |
| Munkzhul Battsend – FETP Mongolia |
| Dr. Emma Field – Master of Applied Epidemiology, ANU |
| Dr. Angela Song-en Huang – FETP Taiwan |
| Dr. Tomoe Shimada – FETP Japan |
| Supervisory Panel |
| Professor Martyn D. Kirk – NCEPH, ANU |
| Associate Professor Tambri Housen – ANU/University of Newcastle |
| Professor Barbara Pamphilon – University of Canberra |
Documents & Reports
- Document
- Document
Inspiring Resources
- Greenough, P. (1995). "Intimidation, coercion and resistance in the final stages of the South Asian Smallpox Eradication Campaign, 1973-1975." Soc Sci Med 41(5): 633-645. (link)
- Learning to Question: A pedagogy of liberation, by Freire & Faundéz
- The Making of An Adult Educator, by Malcolm Knowles.
- Becoming Critical: Education, Knowledge and Action Research, by Carr & Kemmis
- Langmuir, A. D. (1980). "The Epidemic Intelligence Service of the Center for Disease Control." Public Health Rep 95(5): 470-477. (link)
- Pedagogy of the Oppressed, by Paulo Freire
- The Discovery of Grounded Theory; strategies for qualitative research, by Glaser & Strauss.
- Polkinghorne, D. (1988). "Narrative knowing and the human sciences." State University of New York Press (link)
- Charmaz, K. (2014). "Constructing grounded theory (2nd Edition)." SAGE (link)
- Lave, J., & Wenger, E. (1991). Situated learning : legitimate peripheral participation. Cambridge University Press.
- Wenger, E. (1998). Communities of practice : learning, meaning, and identity. Cambridge University Press.
Members
Principal investigator
PhD Candidate
Research Assistant