The pandemic has had a major impact on our private and professional lives over the past 2.5 years. Epidemiologists, but especially epidemiology as a scientific discipline, have moved into the spotlight of media, society and politics, and have received more public attention than ever before. For our project "Teaching Epidemiology" and our carefully defined 31 core competencies (CCs), the closure of the universities and colleges was an endurance test (How do we keep our students motivated online and how do we effectively teach them online what is important for epi(research)?!?!?!?!). The pandemic highlighted, where we are weak - it was a stress test for us and the 31 CCs. Amongst the organizational team of the 3rd Epiteaching meeting, we conducted a small survey, asking where epidemiologists tended to fail and which of the 31 CCs need do be strengthened in future curriculum development to fill these skill gaps.

The top 4 CCs that have emerged are

  • A1: Competency to engage with stakeholders abd tge public to identify relevant health needs from their perspective,
  • G1: Competency to effectively communicate the results of health research to health care professionals, lay public and various media and thus contribute to debates concerning health and health care,
  • H1: Competency to translate current evidence and knowledge to public health and health care and to appraise and guide health related questions in society from a population perspective,
  • Overarching CC1: Competency to prepare, obtain, and manage successful grant proposals, icluding all scientific and administrative steps needed for submission.

These will be the starting point of our discussions and workshops.