150033 Why take 30-minute preparedness training modules? Participant perceptions regarding utility and effectiveness

Monday, November 5, 2007

Carol Gunther-Mohr, MA , North Carolina Center for Public Health Preparedness, University of North Carolina at Chapel Hill, Chapel Hill, NC
John W. Wallace, BS , North Carolina Center for Public Health Preparedness & Department of Epidemiology, University of North Carolina at Chapel Hill, Chapel Hill, NC
Lorraine K. Alexander, DrPH, MPH , North Carolina Center for Public Health Preparedness, University of North Carolina at Chapel Hill, Chapel Hill, NC
Jennifer A. Horney, PhD, MPH , Department of Epidemiology, University of North Carolina at Chapel Hill, Chapel Hill, NC
Lauren N. Bradley, MHS , UNC Center for Public Health Preparedness, University of North Carolina at Chapel Hill, Chapel Hill, NC
Pia D.M. MacDonald, PhD, MPH , North Carolina Center for Public Health Preparedness, University of North Carolina at Chapel Hill, Chapel Hill, NC
Lindsay A. Tallon, MSPH , Harvard School of Public Health Center for Public Health Preparedness, Harvard University, Boston, MA
The North Carolina Center for Public Health Preparedness (NCCPHP) offers a Preparedness Training Series with a certificate of completion for registered participants who complete twelve 30-minute online training modules on preparedness topics during a calendar year. In conjunction with the NCCPHP Training Web Site and other online training providers, the Preparedness Training Series offers a more structured and focused approach to the provision of online training modules. Following the completion of each training module, participants are asked to complete an anonymous online survey to provide feedback on their experience in participating in the series, identify barriers limiting their participation, and provide suggestions for how to improve the program.

To date, NCCPHP has compiled data from approximately 1500 survey responses in 2006. This qualitative data is highly descriptive in nature, with most participants providing a wealth of information about specific likes and dislikes for each module, subject matter and content, and course structure, design, and technical issues.

Through analysis of this qualitative data, NCCPHP has been able to demonstrate that 30-minute training modules are beneficial to participants who work in public health, health care, law enforcement, education, and other fields. Favorability of the 30-minute modules was found to be associated with several factors, including ease of use, flexibility, control over pace of work, and relevance to job. This rich information can inform development of effective online training.

NCCPHP is located in the North Carolina Institute of Public Health at the University of North Carolina at Chapel Hill School of Public Health.

Learning Objectives:
1. Discuss the participant benefits of providing trainings focused around specific topics (e.g., less time spent browsing an extensive catalog of trainings). 2. Recognize the value of incorporating a qualitative data collection element into the online training module evaluation process. 3. List five commonly-noted benefits of 30-minute training modules as perceived by participants. 4. Identify key components necessary for inclusion in a successful 30-minute online training module.

Keywords: Distance Learning, Evaluation

Presenting author's disclosure statement:

Any relevant financial relationships? No
Any institutionally-contracted trials related to this submission?

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.

See more of: Academic Public Health Caucus Poster Session I
See more of: Academic Public Health Caucus