Training the Public Health Workforce from Albany to Zambia: Technology Lessons Learned along the Way

Waltz, Edward C.; Maniccia, Dayna M.; Bryde, Regina L.; Murphy, Kristin M.; Harris, Brett; Waldenmaier, Mark N.

doi:10.1177/00333549101250s509

Cited by 12 publications

(10 citation statements)

References 8 publications

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“…Seven studies studied ETE with online or new methodologies such as a virtual reality training [ 76 ], audience response system [ 77 ], the use of the intranet for training [ 52 ], e-modules [ 28 , 31 , 50 ], and combinations of e-learning and on-site learning [ 36 ]. Online ETEs had natural opportunities to spread the learning moments over a longer period.…”

Section: Resultsmentioning

confidence: 99%

“…Several studies added online blogs, pages, or systems to a simulation exercise [ 22 ], a lecture [ 50 ], or a combination of classical designs. Other studies evaluated pure technologies such as an audio-response system [ 77 ], or a virtual reality environment [ 82 ]. For innovative methods, satisfaction was generally high, although technical issues were often reported.…”

Section: Resultsmentioning

confidence: 99%

“…Each participant was allowed to bring up to two additional experts for consultation on an as-needed basis. – RR 69/150 (46) – – Self-assessed attitude by comments and written evaluations – – – Umble K.E., 2000, USA, [ 76 ] – Trained in nursing, clinical or managerial duties, and worked for a state, city, or county public health agency – Vaccine-preventable diseases – With the help of instructional and graphic designers Traditional classroom vs. distance education 14 h Stated as a single course goal – RR 196/470 (41.7) for classroom RR 116/251 (46.2) for broadcast RR 196/470 (41.7) for classroom RR 116/251 (46.2) for broadcast RR 196/470 (41.7) for classroom RR 116/251 (46.2) for broadcast – Knowledge test; Self-assessed attitude; Self-assessed skills; – – – Waltz E.C., 2010, USA, [ 77 ] – PH professionals in New York State Differed among and within used methodologies Preparedness training University of Arkansas center for public health preparedness staff members – 3 education technologies: audience response systems, satellite broadcast and interactive web-based continuing education courses in public health. – – Audience response systems, satellite broadcast and interactive web-based continuing education courses in public health.…”

Section: Methodsmentioning

confidence: 99%

“… RR 196/470 for classroom Knowledge: Polio schedule 3.82/5 (1.40) Attitude: Agreement with the polio schedule 33.80/40 (5.55) Adherence to general recommendations: 11.50/15 (4.22) Adherence to the polio schedule 9.30 (5.71) Self-assessed skill: self-efficacy of the polio schedule 4.68/8 (2.09) RR 116/251 for broadcast Knowledge: Polio schedule 2.68/5 (1.61) Attitude: Agreement with the polio schedule 32.37/40 (5.91) Adherence to general recommendations: 9.50/15 (4.49) Adherence to the polio schedule 11.84 (4.31) Self-assessed skill: self-efficacy of the polio schedule 3.53/8 (1.99) RR 196/470 for classroom Knowledge: Polio schedule 4.48/5 (0.89) ( p < 0.001) Attitude: Agreement with the polio schedule 38.38/40 (2.27) ( p < 0.001) Adherence to general recommendations: unknown Adherence to the polio schedule: unknown Self-assessed skill: self-efficacy of the polio schedule 6.93/8 (1.84) (p < 0.001) RR 116/251 for broadcast Knowledge: Polio schedule 4.19/5 (1.16) (p < 0.001) Attitude: Agreement with the polio schedule 37.37/40 (3.33) ( p < 0.001) Adherence to general recommendations: unknown Adherence to the polio schedule: unknown Self-assessed skill: self-efficacy of the polio schedule 6.55/8 (1.96) (p < 0.001) Significant (p = 0.006) higher increase in knowledge for classroom education compared to broadcasts. RR 196/470 for classroom Knowledge: Polio schedule 4.52/5 (0.85) (p < 0.001 with pre) Attitude: Agreement with the polio schedule 37.36/40 (2.71) (p < 0.001 with pre) Adherence to general recommendations: 12.38/15 (3.36) (p < 0.05 with pre) Adherence to the polio schedule 16.25 (4.90) (p < 0.001 with pre) Self-assessed skill: self-efficacy of the polio schedule 6.88/8 (1.64) (p < 0.001 with pre) RR 116/251 for broadcast Knowledge: Polio schedule 4.24/5 (1.07) ( p < 0.001 with pre) Attitude: Agreement with the polio schedule 37.01/40 (3.60) (p < 0.001 with pre) Adherence to general recommendations: 11.84/15 (4.31) ( p < 0.05 with pre) Adherence to the polio schedule 14.42 (5.44) ( p = 0.084 with pre) Self-assessed skill: self-efficacy of the polio schedule 6.55/8 (1.96) (p = 0.001 with pre) No significant difference between classroom and broadcast Waltz E.C., 2010, USA, [ 77 ] ARS: post-test evaluation form Broadcasts: # views Web-based lecture: post-test evaluation form - ARS RR 93/93 (100) Satellite broadcast RR none Web-based education RR 20.000/44.000 (48) Satisfaction: ARS: 95% agreed that the technology was beneficial to the training; Broadcast: 3871 views on average where in three years for some courses the number of later views exceeded the live views. ; Web-based education: 96% rated course quality as good, 99% would recommend the course, 88% the course would help perform their job more effectively - Wang C., Wei S., Xiang H....…”

Section: Methodsmentioning

confidence: 99%

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Educating, training, and exercising for infectious disease control with emphasis on cross-border settings: an integrative review

et al. 2020

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Introduction Points of entry and other border regions educate, train, and exercise (ETEs) their staff to improve preparedness and response to cross-border health threats. However, no conclusive knowledge of these ETEs’ effectiveness exists. This study aimed to review the literature on ETEs in infectious disease control concerning their methods and effect, with an emphasis on cross-border settings and methods that enlarge ETEs’ reach. Methodology We systematically searched for studies in the databases Embase, Medline, Web of Science, PsycInfo, ERIC, and Cinahl. After successively screening titles and abstracts, full-texts, and citations, 62 studies were included using in- and exclusion criteria. Data were extracted using a data-extraction form. Quality assessment was performed. We developed a theoretical framework based on which we analyzed the ETE context (target group, recruitment, autonomy, training needs), input (topic, trainers, development and quality of materials), process (design, duration, interval, goals), evaluation (pre-, post- follow-up tests), and outcome (reaction, learning, behavior, and system). Results We found a limited number of published evaluations of ETEs in general ( n = 62) and of cross-border settings ( n = 5) in particular. The quality assessment resulted in seven ETE methodologies and 23 evaluations with a ‘good’ score. Both general studies and those in a cross-border setting contain a low-moderate detail level on context, input, and process. The evaluations were performed on reaction ( n = 45), learning (n = 45), behavior ( n = 9) and system (n = 4), mainly using pre- and post-tests ( n = 22). Online learning methods have a high potential in enlarging the reach and are effective, particularly in combination with offline training. Training-of-trainer approaches are effective for learning; new ETEs were developed by 20–44% of participants until six months after the initial training. Conclusion Our study reveals a limited number of publications on ETEs in infectious disease control. Studies provide few details on methodology, and use mainly short-term evaluations and low level outcomes. We call for more extensive, higher-level evaluation standards of ETEs, and an easy and sustainable way to exchange evaluations within the workforce of infectious disease control in cross-border settings. The theoretical framework developed in this study could guide future development and evaluation of ETEs in infectious disease control.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Educating, training, and exercising for infectious disease control with emphasis on cross-border settings: an integrative review

et al. 2020

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“…Even more, because the literature on training in infectious disease control mostly leaves us here, as is shown in a recent but still unpublished literature review on effective training methods performed by this study's authors. However, very promising tools have been developed and tested to enhance active learning and interaction during presentations, such as the use of audience response systems [27] and online methodologies. (Online) E-modules are the other preferred methodology and already better suited for problem-based learning and limited interaction among learners.…”

Section: Interpretation Of the Resultsmentioning

confidence: 99%

Assessing training needs in infectious disease management at major ports, airports and ground-crossings in Europe

Rooij

Belfroid

Hadjichristodoulou

et al. 2020

Preprint

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Background: The implementation of core capacities as stated in the International Health Regulations (IHR) is far from complete, and, as the COVID-19 pandemic shows, the spreading of infectious diseases through points of entry (POEs) is a serious problem. To guide training and exercises, we performed a training needs assessment on infectious disease management among professionals at European POE. Methods: We disseminated a digital questionnaire to representatives of designated airports, ports, and ground-crossings in Europe. Topics were derived from the IHR core capacities for POEs. Based on the importance (4-point Likert scale) and training needs (4-point Likert scale), we identified the topics with the highest priority for training. These results were put in further perspective using prior experience (training <3 year, exercise <5 years, events <5 years). Also, preferences for training methodologies were assessed. Results: Fifty questionnaires were included in the analyses, representing 50 POEs from 19 European countries. Importance is high for 26/30 topics, although scores widely vary among respondents. Topics with a high training need (16/30) are amongst others the handling of ill travelers; using and composing the public health emergency contingency plan, and public health measures. Respondents from ports and airports attribute equal importance to most topics, but respondents from ports showed higher training needs on 75% of the topics. POEs are unevenly and generally little experienced. The most preferred training methods were presentations. Simulation is the preferred methodology for training the handling of ill or exposed travelers. Conclusions: The European workforce at designated ports, airports and ground-crossings has a different level of experience and perceives varying importance of the topics assessed in our study. We identified the topics on which training is required. We call for European collaboration between POEs to agree upon the importance of infectious disease management, and to jointly build a trained and prepared workforce that is ready to face the next crisis.

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Developing Public Health Emergency Response Leaders in Incident Management: A Scoping Review of Educational Interventions

Li¹,

Hsu

Pham³

et al. 2021

Disaster med. public health prep.

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During emergency responses, public health leaders frequently serve in incident management roles that differ from their routine job functions. Leaders’ familiarity with incident management principles and functions can influence response outcomes. Therefore, training and exercises in incident management are often required for public health leaders. To describe existing methods of incident management training and exercises in the literature, we queried 6 English language databases and found 786 relevant articles. Five themes emerged: (1) experiential learning as an established approach to foster engaging and interactive learning environments and optimize training design; (2) technology-aided decision support tools are increasingly common for crisis decision-making; (3) integration of leadership training in the education continuum is needed for developing public health response leaders; (4) equal emphasis on competency and character is needed for developing capable and adaptable leaders; and (5) consistent evaluation methodologies and metrics are needed to assess the effectiveness of educational interventions. These findings offer important strategic and practical considerations for improving the design and delivery of educational interventions to develop public health emergency response leaders. This review and ongoing real-world events could facilitate further exploration of current practices, emerging trends, and challenges for continuous improvements in developing public health emergency response leaders.

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Training the Public Health Workforce from Albany to Zambia: Technology Lessons Learned along the Way

Cited by 12 publications

References 8 publications

Educating, training, and exercising for infectious disease control with emphasis on cross-border settings: an integrative review

Educating, training, and exercising for infectious disease control with emphasis on cross-border settings: an integrative review

Assessing training needs in infectious disease management at major ports, airports and ground-crossings in Europe

Developing Public Health Emergency Response Leaders in Incident Management: A Scoping Review of Educational Interventions

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