Table 5 Comparison of FETP learning environments that facilitate learning
From: How does learning happen in field epidemiology training programmes? A qualitative study
| Â | Routine Placement Work | Projects | Field Investigations | Intensive Courses |
|---|---|---|---|---|
Setting | Workplace | Workplace | Field | Classroom |
Learning orientation | Practice | Practice | Practice | Knowledge transfer (didactic, interactive) |
Timing | Short-term, repetitive, often ad hoc | Long-term, flexible | Acute, often urgent | Scheduled and finite |
Modality | Individual or group | Individual or group | Group | Group |
Supervision | Yes | Yes | Yes | No |
Feedback | Immediate, performance-based | Periodic, final assessment | Varies | Little to none |
Interactions with | Peers, advisors, workplace teammates, data owners, other professionals | Advisors, experts, data owners | Advisors, experts, public, stakeholders, teammates | Advisors, peers, experts |
Trainee tasks or roles | Attend meetings Monitor disease reports Describe/assess trends Develop reports Conduct ad hoc analyses Assess risk Follow up cases/events Take part in field activities, e.g., restaurant inspections, mosquito prevention | Design and manage 3 – 4 projects Review literature Collect, clean, analyse data Interpret findings Draft and present reports | Design questionnaires Take notes and photographs Interview cases and staff Abstract data from patient charts Construct line lists Analyse data Review literature Develop and present reports Lead (seldomly) | Take notes Complete exercises Discuss with peers Take part in group work |
Trainee motivations to engage | Contribute to team or public health Show capabilities and belongingness to team | Affect public health Deepen issue knowledge Demonstrate capabilities Fulfil requirements | Impact public health Find a solution | Learn skills and knowledge Meet peers |