1263Exploring postgraduate epidemiology competencies in the Australian context

Abstract

Abstract Background In response to emerging challenges faced by epidemiologists, it is timely to ensure that university teaching aligns with the competencies required in professional practice. Therefore, the field requires a regular evaluation of the educational competencies being covered. The aim of this research was to seek consensus from both students and experts on postgraduate epidemiology competencies relevant to the Australian context. Methods A two-round online survey using a modified Delphi method was used to establish expert consensus on postgraduate epidemiology competencies. Focus groups were also conducted with recent graduates who completed a postgraduate epidemiology course to assess their viewpoints on learning experiences and employability. Results In total, 41 experts participated in the first Delphi round. A total of 19/40 factors (general epidemiologic methods/concepts) reached consensus in the first round for importance (high/most important by > 70% of participants). Seventeen factors also reached consensus in terms of feasibility (usually/always/very feasible by > 70% of participants). Further results from the second Delphi round focusing on advanced analysis skills, applied fields and professional/transferrable skills will be available for presentation at the Conference. One main theme emerging from the graduate focus groups was the substantial value gained in undertaking a dissertation, acknowledging its benefit for applying research skills and for networking opportunities. Conclusions Competencies for postgraduate epidemiology students require periodic review to safeguard a workforce that can meet emerging challenges. Key messages To ensure that high quality epidemiological research and practice continues we need consensus on the set of essential skills required of graduating students.