261652 Innovative methods in teaching public health preparedness, response, and recovery

Tuesday, October 30, 2012

Starr K. Sage, MPH , Center for Learning Innovation, University of Minnesota, Rochester, Rochester, MN
Lisa Pogoff, MPH, MSW , Preparedness and Emergency Response Learning Center, University of Minnesota School of Public Health, Minneapolis, MN
The Association of Schools of Public Health, in collaboration with the Centers for Disease Control and Prevention, has developed a draft set of preparedness and emergency response competencies. At the University of Minnesota, a partnership was created to develop an online course for upper-level undergraduates and graduate students, to meet these competencies. The partnership comprised the Minnesota Department of Health and the University of Minnesota's Simulations, Exercises, and Effective Education: Preparedness and Emergency Response Learning Center (U-SEEE PERL), in collaboration with its research center, U-SEEE PERRC (Preparedness and Emergency Response Research Center). Faculty and staff from these organizations developed the course "Emergency Preparedness: A Public Health Perspective." I will discuss several aspects of the course: topics areas, assignments, and projects; instructional methods; student demographics; and tuition assistance offered to support enrollment for students taking the course in conjunction with a follow-up simulation class, Disaster 101. In addition, I will describe the advantages of collaboration across organizations and between agencies, demonstrate how an online semester-long course, taught in conjunction with a two-day in-person experiential exercise, helps learners apply newly acquired theoretical principles. The course was piloted in spring 2011 and has since been repeated twice. It draws a diverse student enrollment: graduate students in public health, students in other programs of the University's Academic Health Center, and public policy students. Undergraduate students were in communications, biology, sociology, business marketing, global studies, psychology, geography, and other areas.

Learning Areas:
Administer health education strategies, interventions and programs
Implementation of health education strategies, interventions and programs
Other professions or practice related to public health
Public health or related education
Public health or related research

Learning Objectives:
Identify how the new preparedness competencies can be used in developing an online academic public health course. Discuss the advantages of using collaboration between a state health department, a university's Preparedness and Emergency Response Research Center (PERRC), public health fellows, university faculty, and students from a broad range of health disciplines and other areas of study to create a robust online learning experience. List ways that the inclusion of an in-person immersive simulation and debriefing can add to online public health learning.

Keywords: Bioterrorism, Competency

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I was involved with teaching the emergency preparedness course which is the focus of this presentation. I am currently teaching other public health courses in my role on the faculty at the University of Minnesota's Center for Learning Innovation.
Any relevant financial relationships? No

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.