Additional file 5 of Self-reported critical gaps in the essential knowledge and capacity of spatial epidemiology between the current university education and competency-oriented professional demands in preparing for a future pandemic among public health postgraduates in China: a nationwide cross-sectional survey
Creators: name: Lan, Tao
name: Cheng, Man
name: Lin, Yue-Dong
name: Jiang, Long-Yan
name: Chen, Ning
name: Zhu, Man-Tong
name: Li, Qiao
name: Tang, Xian-Yan
Publisher: name: figshare
Year: 2024
Subjects: Medicine
Biotechnology
Environmental Sciences not elsewhere classified
Biological Sciences not elsewhere classified
Information Systems not elsewhere classified
Cancer
Science Policy

description: Additional file 5: Table S1.Training standards for basic knowledge and capacity of public health postgraduates by international public health education institutions. Table S2. The curriculum system for training basic knowledge and capacity of spatial epidemiology of public health postgraduates in top-level universities worldwide. Table S3. The median of public health professionals who think it was necessary for public health postgraduates to learn spatial epidemiology at university (median, IQR). Table S4. The proportion of having offered the course of spatial epidemiology between national-level universities and non-national-level universities (n, %). Table S5. The approaches to learn spatial epidemiology and the statistical software used by public health postgraduates. Table S6. The median on the degrees of learning and practical application in spatial epidemiology between public health postgraduates at national-level universities and public health postgraduates at non-national-level universities (median, IQR). Table S7. The median on the degrees of learning and practical application in spatial epidemiology between master-degree public health postgraduates and PhD-degree public health postgraduates (median, IQR). Table S8. The median on the degrees of learning and practical application in spatial epidemiology between science-degree public health postgraduates and professional-degree public health postgraduates (median, IQR). Table S9. The meidan on the degrees of learning and practical application in spatial epidemiology between public health postgraduates majored in different second-level disciplines of public health (median, IQR). Table S10. The median on the degrees of learning and practical application in spatial epidemiology between public health postgraduates graded in different academic years (median, IQR). Table S11. The learning situation of spatial epidemiology among master-degree public health postgraduates (n, %). Table S12. The median on the degree of learning and application in spatial epidemiology between science-degree public health master's postgraduates and professional-degree public health master's postgraduates (median, IQR). Table S13. The median on the degrees of learning and application in spatial epidemiology between master-degree postgraduates majored in different second-level disciplines of public health (median, IQR). Table S14. The median on the degree of efficacy perception of application of spatial epidemiology to solve public health issues among master-degree public health postgraduates (median, IQR). Table S15. The median on the degree of demands in spatial epidemiology among master-degree public health postgraduates (median, IQR). Table S16. The demands in offering the course of spatial epidemiology at universities among master-degree public health postgraduates (n, %). Table S17. The demands in different contents of spatial epidemiology among public health postgraduates.