5/22/2014
1
NIH Library | http://nihlibrary.nih.gov
Doug Joubert – MLIS, MS
Alicia Livinski – MPH, MA
Nancy Terry – MLS
Ke...
5/22/2014
2
• Provide training that was targeted to staff working in the
areas of public health and health policy.
• Natio...
5/22/2014
3
• Introduced the concept of evidence-based public health.
• Explored selected resources that provide evidence-...
5/22/2014
4
• Introduced students to the basics of mapping health
data, workflows for preparing data for visual
representa...
5/22/2014
5
• Introduce a variety of tools and methods to help one
keep up to date with the latest research, news, and
inf...
5/22/2014
6
Online companion to this series
5/22/2014
7
Class: like about the class
(n=32)
Class: improvements
(n=32)
5/22/2014
8
Class: relevance to work
(n=21)
5/22/2014
9
Webinar: improvements
(n=29)
Webinar: relevance to work
(n=19)
5/22/2014
10
Public health data literacy
Learning Objective
Very
Confident
Confident
Somewhat
Confident
Not
Confident
Desc...
5/22/2014
11
Introduction to mapping
Learning Objective
Very
Confident
Confident
Somewhat
Confident
Not
Confident
Explain ...
5/22/2014
12
• Robust demand for classes with a focus on public health.
• Both pilot objectives were met:
• Provide traini...
5/22/2014
13
• Continue the series: spring 2014 as webinar and fall
2014 as in-person classes.
• Partner with NIH HR to qu...
5/22/2014
14
• Health Resources and Services Administration. (2014).
Public Health Training Centers Network.
• Johns Hopki...
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Keeping up with Public Health Series: A Pilot Project for Public Health Researchers

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Presented at the 2014 Annual Meeting of the Medical Library Association, as part of the Building from Common Ground: Partnerships with Faculty, Practitioners, Librarians, and the Community for Community-Based Participatory Research panel

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Keeping up with Public Health Series: A Pilot Project for Public Health Researchers

  1. 1. 5/22/2014 1 NIH Library | http://nihlibrary.nih.gov Doug Joubert – MLIS, MS Alicia Livinski – MPH, MA Nancy Terry – MLS Keeping Up with Public Health Series
  2. 2. 5/22/2014 2 • Provide training that was targeted to staff working in the areas of public health and health policy. • National Institutes of Health clients. • Health and Human Services clients. • Develop classes with specific learning objectives and exercises that supported problem-based learning, and reinforced basic public health concepts. Series objectives • 4 in-person classes • 1.5 hours • Mix of lecture in class exercises and “pop quizzes” to reinforce comprehension • Class evaluation – no learning objectives • 5 webinars • 1 hour • Mix of lectures, “pop quizzes” to reinforce comprehension, and case examples from the field • Class evaluation – learning objectives Series format
  3. 3. 5/22/2014 3 • Introduced the concept of evidence-based public health. • Explored selected resources that provide evidence- based information and present techniques for searching and finding research to support best evidence in the field of public health. • Taught in-person (n=8) and via webinar (n=34). • Used standard class evaluation; no web evaluation*. Evidence-based public health Description • Outlined the common data types used in public health, and provided an overview of key public health data resources. • Used a case study that compared Medicaid spending between states. • Taught in-person (n=12) and via webinar [modified content] (n=39). • Used standard class evaluation; web evaluation. Public health data literacy Description
  4. 4. 5/22/2014 4 • Introduced students to the basics of mapping health data, workflows for preparing data for visual representation, and outlined how spatial analysis and Geographic Information Systems (GIS) are used in public health. • Used two case studies to reinforce basic concepts covered in class. • Taught in-person (n=16) and via webinar [modified content] (n=52). • Used standard class evaluation; web evaluation. Public health and GIS Description • Provided an overview of online mapping, with a focus on mapping health information. • Used ArcGIS Online to analyze subnational HIV prevalence data. • Taught in webinar format only (n=52). • Used web evaluation. Introduction to mapping Description
  5. 5. 5/22/2014 5 • Introduce a variety of tools and methods to help one keep up to date with the latest research, news, and information of interest. • Taught in-person (n=6) and via webinar (n=14). • Used standard class evaluation; web evaluation. Information deluge Description • Chosen because it tracked a public health problem from the perspective of community→state→federal stakeholders. • Emphasis on data collection, data analysis, and data presentation. • Reinforced basic concepts in public health: Counts, densities, and frequency measures. • Qualitative versus quantitative data, primary versus secondary data sources. • Followed up with a “Testing Our Knowledge” exercise. Case study criteria
  6. 6. 5/22/2014 6 Online companion to this series
  7. 7. 5/22/2014 7 Class: like about the class (n=32) Class: improvements (n=32)
  8. 8. 5/22/2014 8 Class: relevance to work (n=21)
  9. 9. 5/22/2014 9 Webinar: improvements (n=29) Webinar: relevance to work (n=19)
  10. 10. 5/22/2014 10 Public health data literacy Learning Objective Very Confident Confident Somewhat Confident Not Confident Describe the state and national health data systems. 50% (5/10) 40% (4/10) 10% (1/10) 0% (0/10) Distinguish between primary and secondary data sources. 90% (9/10) 10% (1/10) 0% (0) 0% (0) Define a cohort. 80% (8/10) 20% (2/10) 0% (0) 0% (0) Define civil registration, in terms of demographic analysis. 40% (4/10) 20% (2/10) 40% (4/10) 0% (0) Name three types of census data types. 60% (6/10) 30% (3/10) 10% (1/10) 0% (0) Name one example of service utilization data. 50% (5/10) 20% (2/10) 20% (2/10) 10% (1/10) Name the three major types of surveys. 77% (7/9) 22% (2/9) 0% (0) 0% (0) Describe the purpose of an RSS feed. 50% (5/10) 40% (4/10) 10% (1/10) 0% (0) Introduction to GIS Learning Objective Very Confident Confident Somewhat Confident Not Confident Explain why context is important in generating maps. 45% (10/22) 40% (9/22) 13% (3/22) 0% (0) Define GIS. 61% (13/21) 23% (5/21) 14% (3/21) 0% (0) Name the three main functions in GIS. 27% (6/22) 45% (10/22) 27% (6/22) 0% (0) Name the two primary types of GIS data. 54% (12/22) 27% (6/22) 18% (4/22) 0% (0) Define spatial analysis. 19% (4/21) 42% (9/21) 38% (8/21) 0% (0) Describe the functions of a choropleth map. 19% (4/21) 33% (7/21) 28% (6/21) 19% (4/21)
  11. 11. 5/22/2014 11 Introduction to mapping Learning Objective Very Confident Confident Somewhat Confident Not Confident Explain why context is important in generating maps. 40% (4/10) 30% (3/10) 30% (3/10) 0% (0) Name the two major methods for displaying information on maps. 70% (7/10) 0% (0) 30% (3/10) 0% (0) Name the three basic components of maps. 70% (7/10) 10% (1/10) 20% (2/10) 0% (0) Distinguish between "geographic coordinate" and "projection coordinate" systems. 50% (5/10) 30% (3/10) 10% (1/10) 10% (1/10) Distinguish between qualitative and quantitative map data. 70% (7/10) 10% (1/10) 20% (2/10) 0% (0) Name the three types of data classifications used in mapping. 60% (6/10) 10% (1/10) 30% (3/10) 0% (0) Information deluge Learning Objective Very Confident Confident Somewhat Confident Not Confident Explain the differences between email alerts and RSS feeds. 80% (4/5) 0% (0/5) 20% (1/5) 0% (0) Describe the purpose of an RSS feed. 60% (3/5) 40% (2/5) 0% (0) 0% (0) Describe how RSS is used. 40% (2/5) 40% (2/5) 20% (1/5) 0% (0) List at least two types of public health information sources that use RSS. 40% (2/5) 40% (2/5) 20% (1/5) 0% (0) Name one example of a RSS reader 60% (3/5) 40% (2/5) 0% (0) 0% (0)
  12. 12. 5/22/2014 12 • Robust demand for classes with a focus on public health. • Both pilot objectives were met: • Provide training with a focus on public health and public health resources. • Develop classes/webinars that focused on specific learning objectives. • Supporting second objective was a challenge when courses were offered as webinars. • Learning new webinar software. • Instructors more accustomed to in-person training environment. Conclusions • Try to incorporate case studies from the field. • Have fun and experiment. • Instructors need to develop confidence/expertise in webinar engagement. • If you are evaluating learning objectives, consider pre/post class assessment. Recommendations
  13. 13. 5/22/2014 13 • Continue the series: spring 2014 as webinar and fall 2014 as in-person classes. • Partner with NIH HR to query HR database for OPM position classification codes (focus on public health)*. • Partner with the FAES Graduate School on providing instruction for Public Health Certificate classes.** • Expand the GIS classes to support the NIH Library Technology Sandbox.*** • Add Evaluating Public Health Literature and Legal/Policy Searching for Public Health Classes. Next steps NIH Library | http://nihlibrary.nih.gov Thank you Doug Joubert douglas.joubert@nih.gov Alicia Livinski alicia.livinski@nih.gov Nancy Terry nancy.terry@nih.gov
  14. 14. 5/22/2014 14 • Health Resources and Services Administration. (2014). Public Health Training Centers Network. • Johns Hopkins Bloomberg School of Public Health. (2013). TRAMS Training Site. • McGready, J. (2014). Statistical Reasoning for Public Health. Johns Hopkins University. • Mid-Atlantic Public Health Training Center (MAPHTC). (2014). Mid-Atlantic Public Health Training Center. • PHPartners. (2014). Health Data Tools and Statistics. • Robinson, A. C. (2013). Maps and the Geospatial Revolution. Pennsylvania State University. Resources • United States Agency for International Development, & Johns Hopkins Bloomberg School of Public Health. (2014). Global Health eLearning Center. • University of Alabama at Birmingham, & Tulane University School of Public Health and Tropical Medicine. (2014). South Central Public Health Partnership. • University of Michigan School of Public Health. (2014). Michigan Public Health Training Center. • Yeatts, K., & Alexander, L. (2014). Epidemiology: The Basic Science of Public Health. University of North Carolina at Chapel Hill. Resources

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