BioSense Training: Soup to Nuts Using needs assessment to drive content anddelivery

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BioSense Training Soup to NutsUsing needs
assessment to drive content and delivery

• Lourdes Martinez-Cox, MS
• PHIN Conference
• August 29, 2007
• Centers for Disease Control and Prevention
• National Center for Public Health Informatics
• Division of Emergency Preparedness and Response

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Session Objectives

• Identify components of a needs assessment
• Identify benefits of using a needs assessment to
  inform content and delivery of product

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BioSense Background

• A national program for conducting real-time
  biosurveillance and health situational awareness
• Receives existing data from healthcare
  organizations, state surveillance systems, and a
  commercial laboratory.
• Analyzes the data and makes it available to
  public health and hospital partners via the
  web-based application.

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BioSense Training

• Bi-monthly training programs
• Initially met user needs for training
• Currently
• As program has grown so have the number and
  proficiency levels of users
• Not enough variety in training delivery methods
• Whats next?

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Why a needs assessment?

• To ensure training was
• offered at the right frequency
• included the right mix of training methods
• designed for various experience levels
• So that users could achieve the maximum benefit
  from using the BioSense Application on a routine
  basis as well as during a public health
  emergency.

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Starting with the soup

• Identify stakeholders
• Conduct interviews and survey user groups
• Research best practices
• Conduct a literature review

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Identifying Key Stakeholders

• DEPR leadership
• BIC Analysts
• BioSense Trainer
• BioSense Users

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User Input Via Survey

• Via Survey
• Orientation webinar participants
• March - August 2007
• 5 questions
• Training Topic of Interest
• Training Method Preferences

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User Input Via Webinar

• State Webinars
• 7 states
• BIC organized
• Dual purpose
• Outreach to state partners
• Obtain training needs

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Research best practices

• Information Sharing Pathway
• Total Contacts
• CDC - 19
• External CDC - 8
• Internal
• Cross Centers and Divisions
• Referral Sources
• External
• Universities
• National Association
• Training Sources

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BIC Analysts
James Archer NCHM
Lisa Hines NCPHI
Pat Weinberg ASTDR
William Atkinson NCIRD
Carol Higbie OWCD
John Anderton NCPHI ADCS
Nancy Gathany OWCD
Carrie Hartshorne DHPIRS
Cindy Getty DHPIRS
Kelly Holton NCID
Holly Wilson DTBE
Emily Z. Gutierrez NCZVED
Lisa Lundgren NCZVED
Melissa Morrison NCPDCID
Nick DeLuca NCHSSTP
Gaby Benenson NCID
Rachel Kreh COTPER/OD
R.Cochran E. Bolyard T.Lye S.Lee K.
Rainish M. Andrus
Scott Brown NCHM
Tony Pearson- Clarke NCHM
Dolly Sinha NCHSSTP
Carol Crawford NCHM
Wanda King COTPER
Cynthia Jorgensen NCHSSTP
Cheryl Reeves Univ. Albany
Elaine Auld SOPHIE
Joanne Stein NCHM
Laurie Walkner Univ. IA
Sue Larson Univ. MN
Bruce Maeder STD/HIV Univ. of Washington
Gail Williams NCHM
Amy Scheller Mary Hoeppner Univ. MN
Lisa Williams NCHM
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Best Practice Trends

• Delivery Method
• (12) Web-based training (to include net
  conference, webinars)
• (3) Lectora
• (1) Desire to Learn
• (1) Cold Fusion
• (4) Training CDs
• (4) Face to face
• (4) Use of scenarios
• (3) Broadcast/webcast
• (2) DVD/Podcasts
• (1) Virtual Simulations

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Best Practice Trends (cont.)

• Training Components
• (7) CEUs provided
• (6) Needs Assessment conducted
• (4) Pre/post tests
• (3) Competency based
• (3) 3-6 month follow up evaluations
• Other
• (4) Marketing plans set
• (3) Outside Contractor used to develop training

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Literature Review - Objectives

• Preferred training modalities for public health
  and healthcare professionals
• Optimal training frequencies
• Best practices for the training of the public
  health and healthcare professionals

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Literature Review - Grouping

• Information grouped by
• email communications
• most utilized modality for physician instruction
• learning preferences
• online learning effectiveness
• access
• alternative delivery modes for learning

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In a nutshellwe learned

• focus on what the audience needs to know
• time limited web training (no more than 1 hour)
• use scenarios and practice opportunities
• assemble materials into short units
• use skill-building exercises

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Results

• Products
• Partnerships
• Processes

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Next steps

• Host pilots for first tip sheet and video
  simulation
• Begin development of tip sheet series and
  simulations
• GSU Service Learning
• Podcasts
• Regional Demos
• Pursue funding for a 3D Virtual Training
  Environment

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• Questions??
• Lourdes Martinez-Cox, MS
• LMartinezCox_at_cdc.gov
• Acknowledgements
• Lisa Hines, MPH, CHES
• Melissa Bundy, Constella Group, LLC