10 Guiding Principles of a Comprehensive Internet-Based Public Health Preparedness Training and Education Program

Alexander, Lorraine K.; Horney, Jennifer A.; Markiewicz, Milissa; MacDonald, Pia D. M.

doi:10.1177/00333549101250s508

Cited by 12 publications

(11 citation statements)

References 8 publications

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“…Training modalities are not one-size-fits-all. Formative research with groups before development and implementation should be used to determine what is needed by the training's target audience ( 30 , 34 ). Unique individuals make up the public health workforce, and we should be cognizant of the diverse needs of those individuals.…”

Section: Discussionmentioning

confidence: 99%

“…Scaling up capacity building approaches is a significant issue in implementation science ( 33 ). Much of the literature on public health workforce training in distance or blended learning (combination of in-person and distance) formats focuses on single topics or specific skills ( 31 , 32 , 34 – 43 ), with few focusing on the utility of training modes for scale-up potential ( 44 , 45 ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Preparing Public Health Professionals to Make Evidence-Based Decisions: A Comparison of Training Delivery Methods in the United States

Jacob

Duggan

Allen

et al. 2018

Front. Public Health

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Background: Evidence-based decision making (EBDM) in health programs and policies can reduce population disease burden. Training in EBDM for the public health workforce is necessary to continue capacity building efforts. While in-person training for EBDM is established and effective, gaps in skills for practicing EBDM remain. Distance and blended learning (a combination of distance and in-person) have the potential to increase reach and reduce costs for training in EBDM. However, evaluations to-date have focused primarily on in-person training. Here we examine effectiveness of in-person trainings compared to distance and blended learning.Methods: A quasi-experimental pre-post design was used to compare gaps in skills for EBDM among public health practitioners who received in-person training, distance and blended learning, and controls. Nine training sites agreed to replicate a course in EBDM with public health professionals in their state or region. Courses were conducted either in-person (n = 6) or via distance or blended learning (n = 3). All training participants, along with controls, were asked to complete a survey before the training and 6 months post-training. Paired surveys were used in linear mixed models to compare effectiveness of training compared to controls.Results: Response rates for pre and post-surveys were 63.9 and 48.8% for controls and 81.6 and 62.0% for training groups. Participants who completed both pre and post-surveys (n = 272; 84 in-person, 67 distance or blended, and 121 controls) were mostly female (89.0%) and about two-thirds (65.3%) were from local health departments. In comparison to controls, overall gaps in skills for EBDM were reduced for participants of both in-person training (β = −0.55, SE = 0.27, p = 0.041) and distance or blended training (β = −0.64, SE = 0.29, p = 0.026).Conclusions: This study highlights the importance of using diverse methods of learning (including distance or blended in-person approaches) for scaling up capacity building in EBDM. Further exploration into effective implementation strategies for EBDM trainings specific to course delivery type and understanding delivery preferences are important next steps.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Preparing Public Health Professionals to Make Evidence-Based Decisions: A Comparison of Training Delivery Methods in the United States

Jacob

Duggan

Allen

et al. 2018

Front. Public Health

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“…Budgets and policy statements should reflect commitment to the program. Seven authors agreed on the positive effect of planning, describing objectives and expectations, and placing these in a timeline to maximize efficiency [ 7 , 23 , 36 , 37 , 39 , 40 , 49 ]. Cook et al [ 50 ] identified potential barriers to implementation, and Olson et al [ 20 ] advised readers to develop a marketing plan for reaching end users.…”

Section: Resultsmentioning

confidence: 99%

“…Navigation should be user friendly and intuitive with a “less is more” design strategy. The design should be visually pleasing, adhere to the principles of excellent website design, and use reusable learning objects for a standard look and feel [ 37 , 45 ]. Four articles provided a minimal set of pages/functionalities: glossary of terms, frequently asked questions, concept map, references cited, abbreviation key, and labelled diagrams [ 36 , 45 , 55 , 56 ].…”

Section: Resultsmentioning

confidence: 99%

Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model

Leeuw¹,

Westerman

Nelson

et al. 2016

BMC Med Educ

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BackgroundE-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education.MethodsWe conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model.ResultsUnique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance.ConclusionThis review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.

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“…6 Workforce development training has been characterized by levels of cognitive learning whereby participant knowledge, skill, and ability to perform specific tasks increase as the level of instruction and opportunities to practice skills increase. 7,8 Basic learning approaches are designed to increase content knowledge, awareness, and understanding. Midlevel approaches provide opportunities to apply concepts and skills in the content area.…”

mentioning

confidence: 99%

Effectiveness of Public Health Quality Improvement Training Approaches

Davis

Vincus

Eggers

et al. 2012

Journal of Public Health Management and Practice

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10 Guiding Principles of a Comprehensive Internet-Based Public Health Preparedness Training and Education Program

Cited by 12 publications

References 8 publications

Preparing Public Health Professionals to Make Evidence-Based Decisions: A Comparison of Training Delivery Methods in the United States

Preparing Public Health Professionals to Make Evidence-Based Decisions: A Comparison of Training Delivery Methods in the United States

Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model

Effectiveness of Public Health Quality Improvement Training Approaches

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