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THE PUBLIC HEALTH WORKFORCE CRISIS: THE NEED FOR A MORE PUBLIC-HEALTH-EDUCATED WORKFORCE

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Title: THE PUBLIC HEALTH WORKFORCE CRISIS: THE NEED FOR A MORE PUBLIC-HEALTH-EDUCATED WORKFORCE


1
THE PUBLIC HEALTH WORKFORCE CRISISTHE NEED FOR
A MORE PUBLIC-HEALTH-EDUCATED WORKFORCE
  • Presentation by the ASPH Taskforce on the
  • Public Health Workforce
  • Dean Rosenstock, Chair
  • June 29, 2007

2
Definitions of the Public Health Workforce
  • The public health workforce
  • includes all those responsible for providing the
    services identified in the Public Health in
    America statement regardless of the organization
    in which they work. This expansive definition
    does not include those who occasionally
    contribute to the effort in the course of
    fulfilling other responsibilities
  • focuses broadly on assurance, assessment and
    policy development, with activities including
    health surveillance, protection, promotion,
    planning, regulation, and health services
    organization, delivery, and evaluation
  • works in governmental public health agencies,
    community-based service organizations, academic
    and research institutions, private organizations,
    and hospitals, health plans and medical groups
  • is comprised of clinicians, occupational and
    environmental health specialists,
    epidemiologists, biostatisticians, health program
    administrators and educators, health economists,
    planners and policy analysts.
  • Public Health Workforce Employment Settings
    (2000)
  • 19 Federal government
  • 33 State government (some may be local-level
    workers)
  • 34 Local government (some may be state-level
    workers)
  • 14 Other settings (including academia)

3
Changing Roles and Responsibilities of Public
Health Professionals
  • Originally focused on prevention of transmission
    of communicable diseases, occupational health,
    environmental health
  • Later, added reproductive health, chronic disease
    prevention, and injury prevention
  • Currently, more additions genetics, preventing
    bioterrorism and violence, handling and disposal
    of hazardous waste
  • Shift from providing personal health services to
    population based services
  • Increase in privatization of public services
  • Implementation of performance standards for
    public health departments

4
The Fundamental Shortage
  • The public health workforce is doing more today
    (and likely in the future), with less people than
    in 1980, and with a smaller workforce-to-populatio
    n ratio. In 2000, there were over 50,000 fewer
    public health employees than in 1980
  • or, seen another way, 62 per 100,000 fewer
  • To have the same ratio in 2000 as in 1980 (220
    per 100,000), there would need to have been
    619,128 public health workers, or 170,874 more PH
    workers than the most recent count of 448,254 in
    2000.
  • In 2020, to have the same ratio (220 to 100,000),
    the public health workforce would need to number
    738,771, or 290,517 more than the most recent
    count.

5
Educational Capacity
  • Current estimates indicate that accredited
    programs graduate approximately 800 students per
    year and schools of public health graduate nearly
    6,700.
  • To reach 290,000 additional trained public health
    workers, production of graduates would have to
    increase three-fold over the next 13 years
  • 7,500 graduates per year 97,500, x 3 292,500

6
Addressing the Projected Public Health Workforce
Crisis Retirement of the Baby Boomers
  • Impending Decrease in the Workforce Retirement
  • 19 of local public health workers eligible for
    retirement in 5 years (from 2005)
  • 24 of state public health workers eligible for
    retirement (2004)
  • 44 of the CDCs workforce will be eligible to
    retire within 5 years (from 2003)
  • If we assume that the public health workforce
    numbered 450,000 in the years when the each of
    the retirement waves will occur (2003, 2008,
    2010), then by 2010 a total of 102,330 public
    health workers will retire 23 of the current
    workforce.

7
Rectifying the Training Gap Providing Formal
Training for the Current Public Health Workforce
  • In 2001, the CDC estimated that up to 80 of the
    public health workforce does not have formal
    public health education or training.
  • If the public health schools and programs were to
    address this deficit in the public sector alone,
    they would need to develop training programs for
    up to 309,600 current public health workers
    (minus those that retire and are replace by
    formally-educated workers).

8
Training a Portion of the International Public
Health Workforce
  • In 1995, SPH graduated 778 foreign nationals.
    Along with the increase in the number of SPH, the
    number of foreign national graduates increased to
    1,075 in 2005, an increase of 297 graduates, or
    38 percent.
  • The size and capacity of the public health
    workforce outside of the United States and Europe
    is worse off, and multifaceted efforts are needed
    to increase the capacity of these countries
    workforces, for both their own health and safety
    and, given the increasingly easy cross-country
    transmission of disease, for our own.

9
Public Health Physicians
  • The IOM committee, Training Physicians for Public
    Health Careers, recently released its
    prepublication. Based on numbers and sizes of
    agencies at all levels of government, the
    staffing patterns both reported and known to
    members of the committee and indications from the
    agencies at the level of vacancies, the
    committees estimate is that there are currently
    10,000 public health physicians.
  • The current ratio of public health physicians to
    US population is 3.5 per 100,000. The committee
    estimates that 20,000 physicians are currently
    needed in public health careers (7.1 per
    100,000).

10
Areas Where Sufficient Data Are Not Available
  • Addressing cultural competence and racial/ethnic
    parity
  • Addressing need for public health workers in
    rural/underserved areas
  • Others???

11
Feedback for Deans and the Committee
  • Deans and the Committee would like feedback on
  • General approach
  • Significant gaps or omissions in the general
    approach
  • What can be done to strengthen the basic argument
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