<i>On Academics</i>: Teaching Emergency Preparedness to Public Health Workers: Use of Blended Learning in Web-Based Training

Chandler, Thomas; Qureshi, Kristine; Gebbie, Kristine M.; Morse, Stephen S.

doi:10.1177/003335490812300521

Cited by 21 publications

(29 citation statements)

References 5 publications

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“…Education, training and exercises [47][48][49][50][51][52][53][54][55]: This theme contained the second highest number of studies. Subthemes were developed that related to the audience of the education or training intervention such as public health practitioner, clinician and leader.…”

Section: Identification Of Themes Phasementioning

confidence: 99%

The evidence base of primary research in public health emergency preparedness: a scoping review and stakeholder consultation

et al. 2015

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BackgroundEffective public health emergency preparedness and response systems are important in mitigating the impact of all-hazards emergencies on population health. The evidence base for public health emergency preparedness (PHEP) is weak, however, and previous reviews have noted a substantial proportion of anecdotal event reports. To investigate the body of research excluding the anecdotal reports and better understand primary and analytical research for PHEP, a scoping review was conducted with two objectives: first, to develop a thematic map focused on primary research; and second, to use this map to inform and guide an understanding of knowledge gaps relevant to research and practice in PHEP.MethodsA scoping review was conducted based on established methodology. Multiple databases of indexed and grey literature were searched based on concepts of public health, emergency, emergency management/preparedness and evaluation/evidence. Inclusion and exclusion criteria were applied iteratively. Primary research studies that were evidence-based or evaluative in nature were included in the final group of selected studies. Thematic analysis was conducted for this group. Stakeholder consultation was undertaken for the purpose of validating themes and identifying knowledge gaps. To accomplish this, a purposive sample of researchers and practicing professionals in PHEP or closely related fields was asked to complete an online survey and participate in an in-person meeting. Final themes and knowledge gaps were synthesized after stakeholder consultation.ResultsDatabase searching yielded 3015 citations and article selection resulted in a final group of 58 articles. A list of ten themes from this group of articles was disseminated to stakeholders with the survey questions. Survey findings resulted in four cross-cutting themes and twelve stand-alone themes. Several key knowledge gaps were identified in the following themes: attitudes and beliefs; collaboration and system integration; communication; quality improvement and performance standards; and resilience. Resilience emerged as both a gap and a cross-cutting theme. Additional cross-cutting themes included equity, gender considerations, and high risk or at-risk populations.ConclusionsIn this scoping review of the literature enhanced by stakeholder consultation, key themes and knowledge gaps in the PHEP evidence base were identified which can be used to inform future practice-oriented research in PHEP.Electronic supplementary materialThe online version of this article (doi:10.1186/s12889-015-1750-1) contains supplementary material, which is available to authorized users.

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Section: Identification Of Themes Phasementioning

confidence: 99%

The evidence base of primary research in public health emergency preparedness: a scoping review and stakeholder consultation

et al. 2015

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“…N blended learning is any combination of traditional and e-learning approaches; 14,17,[20][21][22][29][30][31] N traditional learning occurs face-to-face and can include didactic classroom-based teaching, tutorials, coaching; N blended learning can include any or combinations of the following media # satellite/TV/radio broadcast # telephone # e-mail # web-based (z/2 audio and video) # web-based text-based communication (such as discussion boards) # any other form of two-way telecommunication 10 N web-based education is usually delivered as modules of learning which include text, drawings/photographs, interactive animations, formative self-tests and quizzes. 23 Blended education can be delivered synchronously or asynchronously 23 and students consuming education in these environments will have different learning needs and environments.…”

Section: Discussionmentioning

confidence: 99%

“…); N provide opportunity for regular feedback and coaching; N provide as many active learning opportunities as possible, e.g. problem-based learning, case presentations and synchronous discussions, interactive quizzes with immediate feedback; 14 Hadley (2007) 17 Jensen (2009) 18 Sullivan (2005) 22 Taradi (2005) 23 Warren (2008) 24 Core competency q Satisfaction q q q Clinical practice skill q q q Confidence q Social interaction q Summative grade q Teaching skill acquisition q 10 The methodology of education delivery, pedagogy and media accounted for 65.8% of variability in synchronous distance education attitude outcomes, and 53.1% of variability in asynchronous distance education outcomes. Key lessons were: N Attention to quality course design (systematic instructional design) should take precedence over the characteristics of media, particularly in asynchronous distance education.…”

Section: Pre-postmentioning

confidence: 99%

Is a blended learning approach effective for learning in allied health clinicians?

Milanese

Grimmer

Souvlis

et al. 2013

Physical Therapy Reviews

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Background: An increase in demand for professional development activities amongst the allied health workforce has seen the emergence of new technology-based training delivery methods. Blended learning, involving a combination of the traditional face-to-face teaching with the use of e-learning, is one emerging approach to the provision of professional development activities in allied health. Objectives: This systematic review investigated the questions: 'What is the effect on learning of a blended learning model of training delivery method for allied health clinicians?' and, 'From the perspective of stakeholders, what are the advantages, disadvantages and recommendations for successful implementation of a blended learning model of training delivery method for allied health clinicians?' Methods: Eighteen databases were searched from inception. Only English language publications describing quantitative research (systematic reviews or primary quantitative studies) were included. All studies were appraised using the CASP critical appraisal tool (CAT) for Systematic Reviews and the McMaster CAT for Quantitative studies. Results: Four Systematic Reviews and 14 primary studies describing quantitative data were included. The literature indicates that there was weak evidence regarding improved outcomes from blended learning interventions, compared with other educational models. Conclusions: Whilst blended learning has advantages in terms of flexibility of learning, and economies of scale, there is no 'one size fits all' approach to optimizing the learning outcomes, no matter what the teaching and learning environment. A range of strategies for the effective provision of blended learning activities from the literature is provided.

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“…Blended learning utilizing simulation has been shown to be effective in disaster medical education while improving faculty efficiency over traditional education methods. The blended learning approach is well received by learners and can offer significant enhancement to a online distance-based learning course, particularly when specific skills are required in addition to didactic information [50,51].…”

Section: Blended Learningmentioning

confidence: 99%

“…Blending learning of online learning modules and on-site simulation has been effectively used for rapid deployment of EBV training. Virtual reality simulation presented on laptop computers coupled with human simulators has been proposed as a cost-effective method of hybrid SBT to achieve competency in train-the-trainer programs [48,51,52].…”

Section: Blended Learningmentioning

confidence: 99%

Simulation and Modeling Applications in Global Health Security

French

2020

Advanced Sciences and Technologies for Security Applications

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Global health security (GHS) is dependent upon having an adequate and prepared health security workforce. There are currently numerous challenges in establishing and maintaining a health security workforce. The frequency and magnitude of disasters have increased significantly over the past 30 years. Current and future GHS threats, both manmade and natural, require a prepared and flexible healthcare provider workforce ready to respond to current or emerging GHS threats [1]. Developing and maintaining GHS -specific skills in the healthcare workforce is a tremendous logistical challenge. Innovative education technologies, including simulation and digital learning, can be leveraged to achieve preparedness for GHS threats [2].Ebola Virus Disease (EVD), Middle East Respiratory Syndrome (MERS) and other emerging infectious diseases (EID) are also concerns for GHS. The world faces increasing challenges related to natural and manmade disasters as the frequency and magnitude of disasters have increased significantly over the past 30 years. Healthcare workers protect the well-being of people around the world by preventing, detecting, and responding to public health threats. Current and future GHS threats, both manmade and natural, require a prepared and flexible healthcare provider workforce ready to respond to current or emerging threats [3].There is a global public health workforce shortage. The WHO tracks healthcare workforce data on 186 countries, and 57 were insufficient in healthcare provider availability and accessibility [4]. The 2013-2016 African EVD epidemic revealed WHO organizational deficiencies in coordinating responses to public health emergencies and a shifting of priorities away from global health security threats [5]. It Providing initial and sustainment training to the diverse GHS healthcare workforce is expensive and inefficient utilizing the traditional classroom model. Greater demands have been placed on disaster medicine educators. There is a need to develop innovative methods to educate healthcare providers in the ever-expanding body of disaster medicine knowledge [22].Many of these challenges can be met with gaming and simulation technologies new generations of GHS responders have embraced. Simulation-based training (SBT) has been demonstrated to provide effective learning and is increasingly being integrated into healthcare provider education [23]. The advantages of SBT may be summarized as follows: (1) safety-simulated lives and health can be jeopardized to any extent required for training without harming any people; (2) economy-simulated material and equipment can be used, misused, and expended;(3) visibility-simulation can provide visibility in two ways; you can make the invisible visible and control the visibility of details allowing the learner to discern the forest from the trees or the trees from the forest as needed; (4) time control -simulator time can be sped up, slowed down, or stopped. It can also be completely reversed, allowing learners to replicate specific problems, events, or opera...

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On Academics: Teaching Emergency Preparedness to Public Health Workers: Use of Blended Learning in Web-Based Training

Cited by 21 publications

References 5 publications

The evidence base of primary research in public health emergency preparedness: a scoping review and stakeholder consultation

The evidence base of primary research in public health emergency preparedness: a scoping review and stakeholder consultation

Is a blended learning approach effective for learning in allied health clinicians?

Simulation and Modeling Applications in Global Health Security

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