5/22/2014

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NIH Library | http://nihlibrary.nih.gov

Doug Joubert – MLIS, MS

Alicia Livinski – MPH, MA

Nancy Terry – MLS

Keeping Up with Public Health Series

5/22/2014

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• 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

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• 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

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• 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

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• 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

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Online companion to this series

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Class: like about the class

(n=32)

Class: improvements

(n=32)

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Class: relevance to work

(n=21)

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Webinar: improvements

(n=29)

Webinar: relevance to work

(n=19)

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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)

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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)

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• 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

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• 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

5/22/2014

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• 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