ARTICLECrosswalking Public Health and Health Education Competencies Implications for Professional Preparation and PracticeWoodhouse, Lynn D. MEd, EdD, MPH; Auld, M. Elaine MPH, CHES; Miner, Kathleen PhD, CHES; Alley, Kelly Bishop MA, CHES; Lysoby, Linda MA, CHES; Livingood, William C. PhDAuthor Information Lynn D. Woodhouse, MEd, EdD, MPH, is Associate Dean and Professor of Community Health and Health Behavior, Jiann-Ping Hsu College of Public Health, Georgia Southern University, Statesboro. M. Elaine Auld, MPH, CHES, is Chief Executive Officer, Society for Public Health Education, Washington, District of Columbia. Kathleen Miner, PhD, CHES, is Associate Dean, Applied Public Health, and Associate Professor, Rollins School of Public Health, Emory University, Atlanta, Georgia. Kelly Bishop Alley, MA, CHES, is Project Officer, Division of Adolescent and School Health, Centers for Disease Control and Prevention, Atlanta, Georgia. Linda Lysoby, MA, CHES, is Executive Director, National Commission for Health Education Credentialing, Inc, Whitehall, Pennsylvania. William C. Livingood, PhD, is Director, Institute for Health, Policy and Evaluation Research, Duval County Health Department, Jacksonville; Codirector, Center for Health Equity and Quality Research; and Associate Professor, Department of Pediatrics, University of Florida College of Medicine–Jacksonville. Corresponding Author: Lynn D. Woodhouse, MEd, EdD, MPH, Jiann-Ping Hsu College of Public Health, Georgia Southern University, PO Box 8015, Cone Hall, Statesboro, GA 30460 ([email protected]). The authors thank Dr William Cissell and Amy Hagen for their assistance on the project. Journal of Public Health Management and Practice: May 2010 - Volume 16 - Issue 3 - p E20-E28 doi: 10.1097/PHH.0b013e3181b3a3d2 Buy Metrics AbstractIn Brief This article highlights similarities and differences between the public health competencies recently developed by the Association of Schools of Public Health (ASPH) and one public health specialty, health education (HE), which has used competencies in its quality assurance systems for more than 20 years. Based on a crosswalk methodology developed for this analysis, some 50 percent to 61 percent of the HE and ASPH competencies had similarities of varying degrees; 18 percent were deemed matches due to sameness in skill or content. Most similarities were found between the ASPH social and behavioral sciences competencies and the HE competencies. Significant domains of “no match” were found between the HE and ASPH competencies in the areas of Systems Thinking, Leadership, and Public Health Biology. The study results have implications for academic programs related to curricula review and revision, continuing education providers who are developing training agendas for the workforce, employers anticipating competencies in new job hires, and prospective students and practitioners who are considering a form of certification. Qualitative insights from the study related to professional culture, purpose, age, and consistency of the scope or depth of the two competency sets, as well as the crosswalk methodology itself, may be useful to those comparing other competency sets. This study provides a systematic crosswalk comparison of ASPH competencies and HE competencies to assess their similarities and differences. © 2010 Lippincott Williams & Wilkins, Inc.