Attribution Model Integrated Food
Protection Training
System
Kieran J. Fogarty, PhD.
Interdisciplinary Health Sciences
PhD. Program
Western Michigan University
Agenda
• Brief Overview of IFPTI, FDA, CDC and other Federal Agency Efforts in
Food Safety Training for Food Regulators
• Panel Discussion
• Feasibility of Conducting Impact/Attribution Modeling for Food
Safety Training for Food Regulators
• Operational Steps for Implementation of Impact/Attribution Modeling
in Food Safety Training for Food Regulators
Under-Trained, Under-Funded
• State and local agencies perform more than 90% of all
food safety inspections conducted at U.S. food
manufacturing and distribution establishments. Yet, there
is:
– No Mandatory Training Requirement
– No Career-Spanning Standards-Based Training Curriculum
– No National Integrated Food Safety System
• The overwhelming reason for the lack of training at the
state and local level is inadequate funding.
Integrated National Food Safety System
• 50 State Meeting - 1998
• FDA Food Protection Plan - 2004
• 50 State Meeting – 2008
• GWU Report – “Enhancing Roles of State & Local…”
• FDA Internal & External Workgroups
• White House Working Group
• 2011 Food Safety Modernization Act
FDA Training and Certification System
IFPTI Role In Building IFSS Training Infrastructure
Specific Aim #1
Develop and deliver standards-based
training programs not currently
offered through a Curriculum
Specific Aim #2
Develop a Training Network to provide
technical, management, and
leadership training to regulatory and
public health officials
Specific Aim #3
Serve as a hub for the administration of
the Training Network
Specific Aim #4
Build an Instructor Cadre
Food & Agriculture Protection Training Consortium
Food Safety Course Inventory
Over 700 existing courses
identified and classified
Challenges - Existing Courses:
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Lack standardization
Availability
Consistency
Lack peer review
Updating to current policies
Duplication
Contradictions
There are no standards in place for food
protection course development, determining
course needs, setting priorities, etc.
Knowledge, Skills, Abilities
Education – knowledge base
Training – skills development
Employee Development - growth of skills
and abilities through conscious and
unconscious learning
Development includes
education and training
as well as:
 Coaching
 Observing
 Mentoring
Key Deliverables
•
•
•
•
•
•
•
•
Inventory all existing training courses
Identify competencies and job descriptions
Sync with FDA JTA process
Build the national curriculum
Identify quality course standards
Develop course acceptance procedures
Prioritize development against curriculum
Pursue IACET and ANSI quality standards
Electives
Standardization
Specialized
Process
Web Site
Reviews
Seafood HACCP
Pasteurization
Medical Foods
Low Acid Canned
Food
Juice HACCP
Infant Formula
Manufactured Concentration
Retail Concentration
Leadership
Program
Train the Trainer
Stakeholde
r Support
(Manageme
nt &
Communicat
ion)
Risk
Analysis
Resource
Leveraging
Public
Relations
Policy
Making
Legislative
Affairs
Economic
Adulteration
Dietary
Supplements
Aseptic
Processes
Biotechnology
and
Nanotechnology
Acidified Foods
Tissue Residue
Electives
Executive Program
Unprocessed Concentration
Shellfish
Rendering Plants
Non-Medicated
Feed
Medicated Feed
BSE
Investigations
Professional Level Program Certificates
Animal Drugs
Technical
Specialist:
(Master)
L3 - 3000
Human
Resource
Manageme
nt
L4 - 4000
Continuity
of
Operations
(Leadership)
Budget
Advocacy
Leadership
Change
Manageme
nt
Certificate and CEU Issuance (IACET/ANSI)
Professional Level Program Certificates
Electives
Emerging Issues
Building a National Food Protection Curriculum
Risk Analysis
Retail Concentration (labeling, etc.)
Electives
Formula Review
Traceability & Recalls
Imports
Science &
Technology
Risk Analysis
(Management,
Assessment, &
Communication)
Ingredients & Additives
Professional (soft)
Skills (EG time
management, etc)
Law
Investigation,
Sampling Techniques,
& Laboratory
Methodology
Food Salvage & Disposal
Vending, Temp, Other
Retail HACCP/ Variance
Plan Review
Grocery
Food Service
Food Preparations
Techniques
Cottage Foods
Catering
Electives
Food Processing & Preservation
Food Transportation
Active Managerial Control
Seafood/ Shellfish
Packaging
Meat & Poultry
Milk or Milk Products
Food
Feed
Commodity-Specific
Animal Food Processing
Shellfish
Manufactured Concentration (labeling. etc)
Allergens
Food Safety Programs
(Applied Inspection
Techniques)
Food Defense &
Emergencies (ICS)
L2 - 2000
Epidemiology, Food
Borne Illness
Investigation &
Response
(Application)
Communication Skills
Journey Level:
Electives
Good Agricultural Practices (GAPs)
(HACCP, GMPs, GAPs,
GWPs, SSOPs, Personal
Health and Hygiene,
Sanitary Design and
Construction )
Unprocessed Concentration
Additives
Produce (Sprouts, Leafy
Green Vegetables)
Food Animals (Eggs)
Dairy
Aquaculture
Professional Level Program Certificates
Integrated Food Safety System
Professional Level Program Certificates
Manufactured Foundations
Unprocessed Foundations
Allergens (ORAU)
Labeling (ORAU)
Manufactured & Feed
Food Defense Awareness
(ORAU)
Environmental Health
Safety (ORAU)
Feed Only
Inspections, Compliance & Enforcment (ORAU)
Sampling
(ORAU)
Retail Foundations
Integrated Food Safety System Orientation
Entry Level:
(Knowledge)
Jurisdiction
L1 - 1000
Employee Safety
Communication Skills
Epidemiology (Not in Feed)
HACCP
Microbiology (not in Feed)
Prevailing Statutes, Regulations & Ordinances
(ORA-U Level I - Feed, Milk & Local, Shellfish, Standard 2: Manufactured, Retail)
Public Health Principles
Annual Updates
Food Emergency Response (ICS)
Fellowship in Food Protection
Food Defense Vulnerability Assessment (Carver Plus
Shock, etc)
Statistical
Analysis
Audit
Research
Design
Electives
Key Deliverables
• Establish a learning
management system
• Create a common registration
system/ house student data
• Identify quality standards for
instructors
• Build instructor capacity
• Set certification paths through
program certificates
National Curriculum
Certification & Standards
CEUs
Maintenance requirements
Hours on the job
Standardization
Course Certificates
Program Certificates
Professional Certification
IFPTI Participants by State
Report Period: April 1, 2009- July 19, 2011
NH-11
WA- 38
VT-2
MT-6
ME-2
ND-2
OR-23
MN-42
ID
SD-1
MA-15
WI-26
WY-1
RI-1
PA-22
IA-6
NE-10
NV-1
IL-44
UT-14
CO-8
KS-9
CA-16
NY-41
MI-341
IN-23
OH-13
NJ-5
WV-6
MO-6
DE-1
VA-55
KY-37
NC-27
TN-2
AZ-11
NM-4
OK-9
CT-3
MD-30
DC-11
SC-12
AR
MS-76
AL- 39
GA-19
TX-86
LA-65
FL-66
AK-9
HI-3
Armenia-2
Canada-3
China-3
Iceland-3
India-1
Turks & Caicos Islands-2
Vietnam-2
Total # of Students: 1329
A Community of Action Advancing Food Protection
FOOD PROTECTION
TRAINING RESEARCH
COUNCIL
Purpose
Determine the feasibility and interest in the potential establishment of
an impact model for determining the levels of attribution of an
integrated national food protection training system in reducing the
prevalence of food borne illness in the United States.
Members: USDA, FDA, IFPTI,CDC, DHS.
Research Council Goals
• Develop evidence of impact of standards-based
training
• Linking standard-based training to meaningful
associated outcome measures to determine
effectiveness.
• Metrics to measure public health impact of a fully –
integrated food safety training and certification
system
Issues to Resolve
• Should we primarily focus the development of our
effectiveness modeling on outcomes linked to prevention
instead of adverse events (food borne illness)?
• Should we utilize existing models or develop new
modeling foundation for our specific needs?
• Recognize disciplinary variances in assumptions
regarding modeling expectations (Economics,
Epidemiology, Applied Statistics, Managements)
Potential Data Sources
•
Closed Systems (easier to access)
•
Secondary data of existing surveillance systems
•
Study outbreaks associated to specific pathogens
linked to specific training efforts
Potential Analytical Issues
•
Do we need to determine the expected error rate of
what we should expect as the number of illnesses
with an ideal training system (baseline)?
•
Should we establish “errors of training’
measurements?
Agreement
•
We need a model that is rigorous enough that will allow us to
gather information to determine if training makes a difference.
•
The issue then becomes what we mean by “difference” which
seems to be a critical first issue to resolve.
•
Different levels of modeling based on specific needs of site
specific instances might be needed.
•
Link training to more probable outcome measures which
focuses more on prevention instead of a reduction in reported
food borne illnesses.
•
We should consider a model that accounts for quality
measures at each step in the food chain to determine:
knowledge/attitude/practice.
Summary
•
Need Interdisciplinary group with common interest in
attributing training initiatives to measure impacts
•
Realistic expectations – impact modeling has
inherent flaws
•
Foundation for cost-effectiveness analysis, policy
making and identifying EB training research
DISCUSSION – NEXT
STEPS