More than ever, competent field epidemiologists are needed worldwide. As known, new, and resurgent communicable diseases increase their global impact, the International Health Regulations and the Global Health Security Agenda call for sufficient field epidemiologic capacity in every country to rapidly detect, respond to, and contain public health emergencies, thereby ensuring global health security. To build this capacity, for >35 years the US Centers for Disease Control and Prevention has worked with countries around the globe to develop Field Epidemiology Training Programs (FETPs). FETP trainees conduct surveillance activities and outbreak investigations in service to ministry of health programs to prevent and control infectious diseases of global health importance such as polio, cholera, tuberculosis, HIV/AIDS, malaria, and emerging zoonotic infectious diseases. FETP graduates often rise to positions of leadership to direct such programs. By training competent epidemiologists to manage public health events locally and support public health systems nationally, health security is enhanced globally.

A hallmark of field epidemiology training is its focus on acquisition of practical epidemiologic knowledge and skills to address priority public health issues. The training must prepare the trainee to conduct the core functions of a field epidemiologist – investigate outbreaks, conduct public health surveillance, collect and analyze data, use epidemiologic judgment, and communicate effectively. While these functions or competencies are best learned through practice in the field under the guidance of experienced mentors, even the classroom component that usually precedes the fieldwork can help prepare the trainee. For example, to supplement a lecture on the steps of an outbreak investigation, the unfolding circumstances of an actual outbreak can be presented in the classroom, and trainees could be asked what decisions they would make, what hypotheses they would consider, what statistics they might calculate (and given the data, calculate them), what conclusions they might draw from the data, and so on. | The first outbreak known to be used in this way to teach epidemiologic field investigation principles and methods is the now legendary outbreak of gastroenteritis following a church supper in Oswego, New York in 1940. The Oswego Problem was used as a teaching example at the nearby Albany Medical College in 1942. Alexander Langmuir brought Oswego to the Communicable Disease Center (CDC, now the Centers for Disease Control and Prevention), where he used it to teach outbreak investigation to the first cohort of Epidemic Intelligence Service (EIS) Officers in 1951 [1], Oswego was soon followed by Epidemic Disease in South Carolina and many others.