Federal agencies should continue to support schools of public health and other institutions that train public health professionals (e.g., schools of nursing, medicine, dentistry, environmental sciences, and others), especially by providing pilot funds for the development of curriculum in emerging areas of practice (e.g., the eight content areas of informatics, genomics, communication, cultural competence, community-based participatory research, policy and law, global health, and public health ethics that were identified in Chapter 3). This support could come in the form of institutional grants that can allow for faculty time to develop new courses, development of information technology to support education, support for student experiences in practice settings, and travel to meetings with others developing similar programs. Special attention should be paid to developing collaborations that can assure that the best of public health education is shared across schools, and re-invention of programs is kept to a minimum. A council parallel to the Council on Graduate Medical Education that is charged with continuous monitoring and improvement of the public health workforce development process could be an immense aid in this effort.
Federal agencies are in an ideal position to support faculty development. Creation of grants such as those already in place at NIH to support new biomedical and clinical researchers should be explored. Support might take the form of institutional grants (e.g., the NIH T32 model), given to an institution to develop or enhance research training in a specific area of study by funding predoctoral, postdoctoral, and short term research training. Other support could be through individual grants (e.g., the NIH K01 model), given to an experienced individual for 3–5 years of mentored research in a new area or using new research methods. Expanding the opportunities for early and mid-career faculty to do short-term rotations in government, private, or voluntary public health organizations would foster linkages between academic public health and practice, and the development of the research base. Fellowship programs to assist those who have extensive practice experience but lack the credentials for academic appointment could bring more practitioners into the ranks of those teaching public health.
At one time there were individual fellowship programs that provided financial support to persons employed in public health but lacking finan-