Table 1 Key elements of the four FETPs (2022 – 2024) included in this study
From: How does learning happen in field epidemiology training programmes? A qualitative study
Country | Taiwan | Australia | Japan | Mongolia |
|---|---|---|---|---|
Duration | 24 months | 22 months | 24 months | 11 months |
Trainees per cohort (n) | 2 – 3 | 15 – 24 | 5 – 20 | 8 – 10 |
Aim | Develop capacities to manage outbreak investigations and contribute to the country’s knowledge of epidemic risk, prevention, and control | Train public health leaders of the future, build highly skilled epidemiology workforce, strengthen capacity to protect Australia and [its] region | Develop human resources for early detection, assessment, and response of local, national, and international health crises | Develop capacities to conduct epidemiological research and apply it to outbreaks, thus building country’s research and investigation capacities |
Main training components | 4-week intro course spread over 2 – 3 monthsa Research projects Outbreak investigations Second-year placement in Taiwan CDC regional centres | Three 2–3-week course blocks Field placements across country Four competency-based projects Thesis | 4-week intro course Routine surveillance monitoring and risk assessment Two research projects Outbreak investigations | 8-week ½-day intro course Two individual, one group research project Regular assessments Outbreak investigation |
Mentoring and supervision | One staff assigned to each trainee |  ≥ 2 supervisors per trainee (≥ 1 field and ≥ 1 academic) | Staff assigned to trainees based on trainee task or topic | One volunteer mentor assigned to each trainee |