Knowledge, Application, and Synthesis: InternetBased Public Health Preparedness Training Options

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Knowledge, Application, and Synthesis
Internet-Based Public Health Preparedness
Training Options
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Session Learning Objectives

• Describe the ways in which NCCPHP developed and
  implemented three public health preparedness
  Internet-based training options to address a
  range of preparedness learning outcomes.
• Identify advantages of using an Internet-based
  format to deliver public health preparedness
  training for public health professionals.
• Identify lessons learned in developing
  Internet-based training options.

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Overview of Session Talk

• NCCPHP Mission
• NCCPHP distance learning strategy
• Discussion of three public health preparedness
  Internet-based training options
• Lessons learned

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NCCPHP Mission

• To improve the capacity of the public health
  workforce to prepare for and respond to terrorism
  and other emerging public health threats

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Why Distance Learning?

• Technical and instructional design expertise
  already in place at UNC SPH
• Just in time response to emerging issues
• Mixed audiences
• On-the-job learning
• Local, regional and national audience

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NCCPHP Distance Learning Strategy

• Develop trainings to meet different learning
  outcomes
• Knowledge
• Application
• Synthesis
• Dependent on
• Need
• Time
• Audience

Bloom et al's Taxonomy of Educational Objectives
(1956)
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NCCPHP Distance Learning Strategy

• Core Public Health Competencies
• The Public Health Foundation and the Council on
  Linkages
• Bioterrorism Emergency Readiness
• CDC and the Columbia School of Nursing Center for
  Health Policy
• Public Health Epidemiology Competencies
• Northwest Center for Public Health Practice _at_
  University of Washington

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NCCPHP Distance Learning Strategy

• Re-useable Learning Objects
• Learning objects are much smaller chunks of
  learning than courses, modules, or units. 30-60
  minute
• Are self-contained each learning object can be
  taken independently 
• Are reusable a single learning object may be
  used in multiple contexts for multiple purposes
• Can be aggregated learning objects can be
  grouped into larger collections of content,
  including traditional course structures

Wisconsin Online Resource Center
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Public Health Preparedness Training Options

• Short (30-60 minute) trainings on our training
  website
• 14 week continuing education online course on
  communicable disease surveillance and outbreak
  investigation
• 16 month graduate level online certificate in
  field epidemiology

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Internet-based Public Health Training Site for
Public Health Professionals
Public Health Preparedness Training Option 1
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Goals of Training Website

• Training needs which were identified in
  assessments and surveys
• Just in time response to emerging issues
• Mixed audiences
• Local, regional and national audience
• On-the-job learning
• Address core competencies
• Bioterrorism and Emergency Readiness
• Core Public Health
• Epidemiology
• Training website was launched in February 2003

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Trainings in the Following Topic Areas
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Training Website Faculty

• Center, SPH and UNC faculty to create original
  trainings
• Guest experts from local, state and federal
  public health to create original trainings
• Used existing online course material where
  applicable

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Participant Profile
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Audio Training Module Contents

• Each audio training consists of
• PowerPoint slides
• Streaming audio via Macromedia Breeze 5
• Printable transcript and slides
• Links to references and additional resources
• Interactive quiz questions
• Evaluation and certificate of completion

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Non-Audio Training Module Contents

• Each non-audio training consists of
• FOCUS on Field Epidemiology periodical
• Interactive quiz questions
• Links to references and additional resources
• Evaluation and certificate of completion

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Evaluation

• Complete the post-test
• Multiple choice with immediate feedback on
  correct and incorrect answers
• Complete online evaluation
• Timeliness
• Relevance
• Practicality
• Provide information to receive free Continuing
  Education Units from UNC CH

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NCCPHP Training Web Site Registrations and
Completions
Count
Total Registrations Total
Completions
Date
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Modules Competed Most
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Evaluation of Trainings

• Nearly 100 of all trainees report that
  materials presented in online modules meet the
  educational objectives stated

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Satisfaction with Online Modules
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Educational Strategy

• Highest learning outcome knowledge
• In and out quickly
• No interaction with faculty
• No interaction with other students
• Students are passive learners
• Standardized/organized website design
• Technical support provided

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• Any Questions?

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A Hybrid Internet/Classroom-Based Continuing
Education Communicable Disease Course for North
Carolina Public Health Nurses (Fall 2004 Pilot
Course)
Public Health Preparedness Training Option 2
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Training Need

• 41 of public health nurses (n1935) indicated
  that recognizing a disease outbreak in their
  community or nearby communities was of high
  importance to their job,
• They indicated a high need for training in this
  area.

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State Health Department NCCPHP Partnership

• The General Communicable Disease Control Branch
  (GCDCB) in the Epidemiology Section of the North
  Carolina Division of Public Health
• NCCPHP

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Course Goal

• Enhance public health capacity and response of
  local health departments in North Carolina by
• Enhancing communicable disease nurses skills in
  recognizing communicable disease in their
  communities
• Enhancing communicable disease nurses skills in
  reporting communicable disease in their
  communities
• Improve accuracy of completing disease report
  cards and supplemental surveillance forms
  submitted to NC Division of Public Health
• Improve basic computer and Internet skills

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Faculty from GCDCB

• Kathy Dail, RN, BSN, MEd Nurse Epidemiologist
  (Course Director and Lecturer)
• Other Lecturers
• Jean-Marie Maillard, MD, MSc
• Jeffrey P. Engel, MD
• Megan Davies, MD, MPH
• George Ghneim, DVM
• Lee Hunter, DVM, MPH
• Pam Jenkins, RN, BSN, EdD
• Patti Poole, RN
• Krissy Simeonsson, MD, MPH
• Carl Williams, DVM, MS

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Faculty from NCCPHP

• Faculty
• Anjum Hajat, MPH, Epidemiologist (Lecturer)
• Lorraine Alexander, DrPH (Instructional Design)
• Teaching Assistant
• Aaron Kipp, BS, Graduate Research Assistant
  Epidemiology

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Course Participants

• 80 enrolled from 47 local health departments
• 58 completed the course from 36 local health
  departments

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Participant Profile
Job Title
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Graduates of the Introduction to Communicable
Disease Surveillance and Investigation in NC by
County
CD Course
Graduate(s)
YES
NO
Fall 2004 Pilot
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Course Structure

• 5 modules
• Four Internet-based modules delivered via
  Blackboard Course Management System (14 Weeks)
• Two-day face-to-face classroom based session

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Course Content

• Module 1 (Week 1) 3 units
• Overview of Epidemiology, global public health,
  state level surveillance activities
• Module 2 (Week 2) 2 units
• North Carolina Communicable Disease Laws
• Module 3 (Week 3-13) 11 units
• Case definitions for reportable diseases, methods
  of case investigation
• Module 4 (Week 14) 3 units
• Steps of an outbreak investigation, working with
  outbreak data, risk communication
• Module 5
• Skills demonstration in exercise, including
  creation of line listings and epidemic curves

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Contents of a Typical Module

• Multiple-choice knowledge pre-test
• Instructions on how to complete module
• Two or more units
• Module feedback mechanism
• Multiple-choice knowledge post-test

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Contents of a Typical Unit

• Audio lecture
• PowerPoint slides
• Streaming audio via Macromedia Breeze 5
• Printable transcript and slides
• Links to references and additional resources
• Activities handed in for evaluation of student
  learning
• North Carolina disease report cards and
  surveillance forms
• Laboratory results
• Disease scenarios

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Learner Satisfaction
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Educational Strategy

• Highest learning outcome application
• Interaction with faculty
• No interaction with other students
• Students are still passive learners
• More time commitment
• Flexible course schedule
• Standardized/organized course design
• Technical support provided

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• Any Questions?

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A Graduate Online Certificate in Field
Epidemiology
Public Health Preparedness Training Option 3
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Goals of the Certificate Program

• Training needs which were identified in
  assessments and surveys (locally and nationally)
• Local, regional and national audience
• Address core competencies
• Bioterrorism and Emergency Readiness
• Core Public Health
• Epidemiology

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Field Epidemiology Certificate Program

• 12 credit hour program
• 4 graduate level courses
• 13 weeks each
• Faculty from the Department of Epidemiology
• Internet-based
• Launched Fall 2005
• 90 students

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Field Epidemiology Certificate Program
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• This course allows students to learn
  epidemiology as the basic science of public
  health by applying epidemiology concepts to
  current public health concerns.

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• This course focuses on methodology, public
  health concerns, patterns of transmission, and
  newly discovered infections. Will focus on
  diseases in developed countries, especially the
  United States.

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• This course provides conceptual foundations and
• practical skills for designing, implementing and
• evaluating surveillance systems and using data to
• conduct and evaluate public health programs or
• research.

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• This course will focus on the practical hands-on
  aspects of field epidemiology including computer
  applications in field epidemiology, questionnaire
  design, interviewing techniques and data
  analysis.

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Faculty

• Faculty
• Pia D. M. MacDonald, PhD, MPH,
• Karin Yeatts, PhD
• Lorraine Alexander, DrPH
• Teaching Assistant
• Sandi McCoy, MPH

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Pilot Participants (Spring 2005)

• UNC CH graduate students
• Continuing education students
• UNC CH employee
• Public Health Epidemiologists

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Course Structure

• 11 modules
• Internet-based modules delivered via Blackboard
  Course Management System
• One module per week
• Students are assigned to learning teams
• 8-10 students per team
• A graduate student teaching assistant (TA)
  served as consultant for two teams. 

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Modules

• Overview
• Outbreak detection
• Generating hypotheses
• Testing hypotheses
• Data collection and entry
• Data analysis 1
• Data analysis 2
• Communication during crisis
• Laboratory studies
• Environmental health studies
• Forensic epidemiology

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Contents of a Typical Module

• Instructions
• Learning Objectives
• Audio lecture
• PowerPoint slides
• Streaming audio via Macromedia Breeze 5
• Printable transcript and slides
• Epi Info folder
• Lecture with screen motion capture
• Activity

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Contents of a Typical Module

• Readings (required and additional)
• Case study questions
• Group discussion forum question or activity
• Ask The Faculty! link
• Module feedback mechanism

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Evaluation of Student Preformance

• Course participation grade
• Weekly case studies
• Weekly group discussion forum
• Project I and II
• Group project
• Peer evaluation

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Learner Satisfaction
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Educational Strategy

• Highest learning outcome synthesis
• Interaction with faculty
• Interaction with other students
• small group discussions each week
• Students are active learners
• Large time commitment
• Scheduled activities
• Standardized/organized course design
• Technical support provided

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Overall Lessons Learned

• Know your target audience
• Training needs
• Time commitment
• Technical capabilities
• Partner with someone who knows the target
  audience
• Commitment and flexibility from both instructors
  and participants

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Overall Lessons Learned

• Website should have a standard look and feel
• Website should be well organized
• In an online course, it is critical that
  instructions and activities be clearly presented
• lecture materials should be available both
  electronically and via hard copy
• Build training packages, courses and certificate
  programs on modular foundation

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Overall Lessons Learned

• Technical support or lack there of makes or
  breaks a training, a course, a program
• Prompt responses to email
• Email etiquette
• Student to faculty ratio
• FEEDBACK, FEEDBACK, FEEDBACK !

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Conclusion

• The NCCPHP has worked to create a made-to-order,
  flexible and expandable distance learning
  training program to fit the ever changing needs
  of public health professionals

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• Pia D. M. MacDonald
• Jennifer Horney
• Mary Davis
• Anjum Hajat
• John Wallace
• Lisa Macon Harrison
• Kim Brunette
• Debra Irwin
• Victor Schoenbach

• Edward Baker
• Sandi McCoy
• Gloria Mejia
• Amy Pickard Nelson
• Erin Rothney
• Tara Pierce Rybka
• Michelle Torok
• David Weber
• Karin Yeatts

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• Instruction and Information Systems
• Todd Nicolet
• Andrew Ochs

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Questions?

• Lorraine K. Alexander
• Director of Distance Education
• Department of Epidemiology and the North Carolina
  Center for Public Health Preparedness
  
• University of North Carolina at Chapel Hill
  School of Public Health
• CB 7435
• Chapel Hill, NC 27599
• 919-966-7423
• Lorraine_Alexander_at_unc.edu