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APHA Scientific Session and Event Listing

Sudha Xirasagar, MBBS, PhD¹, Sarah B. Laditka, PhD¹, James N. Laditka, DA, PhD, MPA², Carol B. Cornman, RN/PA³, Courtney Davis, MHA³, and Jane V.E. Richter, DrPH, RN, CHES⁴. (1) Arnold School of Public Health, University of South Carolina, Health Services Policy and Management, 800 Sumter Street Room 116, Columbia, SC 29208, 803 576 6093, SXIRASAG@gwm.sc.edu, (2) Deparment of Epidemiology and Biostatistics, University of South Carolina, 800 Sumter St., Arnold School of Public Health, Columiba, SC 29208, (3) Office for the Study of Aging, Arnold School of Public Health, University of South Carolina, 800 Sumter Street, Columbia, SC 29208, (4) Center for Public Health Preparedness, Arnold School of Public Health, University of South Carolina, 1233, Washington Street Suite 700, Columbia, SC 29201

The Association of Schools of Public Health emphasizes disaster preparedness as one of 10 core competencies to be acquired by MPH graduates. Preparedness training should be tested for demonstrable impacts on students' knowledge, attitudes and practice. There is little documentation on preparedness training in master's programs. Training module: We implemented a two-part training module in the MPH core course in health administration, in fall 2005 (n=16 students). The first session presented an overview, and the essential principles and practice of public health preparedness. This was followed by an experiential exercise, involving role play and requiring student teams to develop disaster plans for nursing homes in simulated disaster situations. Impact measurement: Impact of the sessions was measured by quantitative pre-test (3 weeks before Session 1), and post test scores and open-ended questions (after Session 2). Results: A) Teams described innovative strategies, reflecting thoughtful application of preparedness concepts. B) Quantitative changes in post-test scores: Paired sample t-tests showed significant improvement, all p<0.001. C) Student responses to open-ended questions reflect significant impacts on their knowledge, attitude, and planned public health practice. i) Three most important action-oriented points learned: Role of Communication/Incident Command System (8 students); Personal/family emergency plans (7 students); Creativity & backup plans (6 students). ii) Planned future role and/or performance in public health preparedness: All 13 students' responses reflect positive impacts on their intent and capacity to practice disaster preparedness concepts and applications. Conclusion: The module was effective in creating awareness and attitude change, and initiating action-oriented thinking among students.

Learning Objectives:

• To understand the design and impact of a training module on disaster preparedness for MPH students.

Keywords: Disasters, Public Health Curriculum

Presenting author's disclosure statement:

Not Answered

Handout (.ppt format, 181.0 kb)