Expanding CERC Beyond Public Health: Sharing Best Practices With Healthcare Managers via Virtual Learning

2008 ◽  
Vol 9 (4_suppl) ◽  
pp. 83S-87S ◽  
Author(s):  
Anne M. Hewitt ◽  
Susan S. Spencer ◽  
Rameshsharma Ramloll ◽  
Heidi Trotta
Keyword(s):  
Public Health ◽  
Best Practices ◽  
Risk Communication ◽  
Emergency Preparedness ◽  
Public Health Education ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Communication Model ◽  
Health Administration ◽  
The Impact

Developed by the Center for Disease Control and Prevention in 2002, the Crisis Emergency and Risk Communication (CERC) training module is a nationally and internationally recognized communication model. With the looming threat of a pandemic and the potential for a protracted ongoing siege, a valuable opportunity exists to introduce crisis and emergency preparedness communication best practices to a new population—health care managers and administrators. The CERC toolkit and resources, provide an easy, turn-key solution and a validated template for educators who are not directly involved in public health education but desire to share this content. In this example, graduate students enrolled in an Master of Health Administration program, used a Play2Train scenario, located in the virtual learning environment of SecondLife (2007), to incorporate concepts from the CERC model. By applying the CERC best practices in a real-time virtual learning scenario, students learned collaboration and the leadership competencies necessary to help implement Joint Commission on Accreditation of Health Organizations emergency communication protocols and community collaboration requirements. By expanding the impact of the CERC model and developing unified risk communication responses and information sharing, all health professionals can enhance the effectiveness of their emergency preparedness plans so that the public can be better served.

scholarly journals Assuring Public Health Professionals are Prepared for the Future: The UAB Public Health Integrated Core Curriculum

2005 ◽  
Vol 120 (5) ◽  
pp. 496-503 ◽  
Author(s):  
Donna J. Petersen ◽  
Mary E. Hovinga ◽  
Mary Ann Pass ◽  
Connie Kohler ◽  
R. Kent Oestenstad ◽  
...  
Keyword(s):  
Public Health ◽  
Health Education ◽  
Emergency Preparedness ◽  
Core Curriculum ◽  
Ethical Decision Making ◽  
Program Planning ◽  
Public Health Education ◽  
Health Administration ◽  
Community Based Interventions ◽  
Master Of Public Health

In response to calls to improve public health education and our own desire to provide a more relevant educational experience to our Master of Public Health students, the University of Alabama at Birmingham (UAB) School of Public Health designed, developed, and instituted a fully integrated public health core curriculum in the fall of 2001. This curriculum combines content from discipline-specific courses in biostatistics, environmental health, epidemiology, health administration, and the social and behavioral sciences, and delivers it in a 15 credit hour, team-taught course designed in modules covering such topics as tobacco, infectious diseases, and emergency preparedness. Weekly skills-building sessions increase student competence in data analysis and interpretation, communication, ethical decision-making, community-based interventions, and policy and program planning. Evaluations affirm that the integrated core is functioning as intended: as a means to provide critical content in the core disciplines in their applied context. As public health education continues to be debated, the UAB public health integrated core curriculum can serve as one model for providing quality instruction that is highly relevant to professional practice.

scholarly journals A stochastic time-delayed model for the effectiveness of Moroccan COVID-19 deconfinement strategy

2020 ◽  
Vol 15 ◽  
pp. 50 ◽  
Author(s):  
Houssine Zine ◽  
Adnane Boukhouima ◽  
El Mehdi Lotfi ◽  
Marouane Mahrouf ◽  
Delfim F.M. Torres ◽  
...  
Keyword(s):  
Public Health ◽  
Health Administration ◽  
Policy Makers ◽  
Public Health Administration ◽  
Additional Degree ◽  
Epidemiological Trend ◽  
The Impact ◽  
Near Future ◽  
Stochastic Time ◽  
Delayed Model

Coronavirus disease 2019 (COVID-19) poses a great threat to public health and the economy worldwide. Currently, COVID-19 evolves in many countries to a second stage, characterized by the need for the liberation of the economy and relaxation of the human psychological effects. To this end, numerous countries decided to implement adequate deconfinement strategies. After the first prolongation of the established confinement, Morocco moves to the deconfinement stage on May 20, 2020. The relevant question concerns the impact on the COVID-19 propagation by considering an additional degree of realism related to stochastic noises due to the effectiveness level of the adapted measures. In this paper, we propose a delayed stochastic mathematical model to predict the epidemiological trend of COVID-19 in Morocco after the deconfinement. To ensure the well-posedness of the model, we prove the existence and uniqueness of a positive solution. Based on the large number theorem for martingales, we discuss the extinction of the disease under an appropriate threshold parameter. Moreover, numerical simulations are performed in order to test the efficiency of the deconfinement strategies chosen by the Moroccan authorities to help the policy makers and public health administration to make suitable decisions in the near future.

scholarly journals Re-thinking Public Health Education in Aotearoa New Zealand: Factory Model to Personalized Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
Cath Conn ◽  
Shoba Nayar ◽  
Margaret Hinepo Williams ◽  
Radilaite Cammock
Keyword(s):  
Public Health ◽  
Rapid Change ◽  
Public Health Education ◽  
Personalized Learning ◽  
Project Based Learning ◽  
Public Health Workforce ◽  
Fostering Creativity ◽  
Educational Paradigm ◽  
Societal Expectations ◽  
The Impact

Key drivers of change in the 21st century—pandemic, technology advance, social disparity—are shaping the public health industry, including employment and education. In 2020, COVID-19 brought rapid change to the teaching of public health in higher education. In this reflective essay, we move beyond the delivery of existing curricula shifting from classroom to online, and consider the greater agenda of a transformative educational paradigm. This is broadly conceptualized as a shift from a “factory model education” to one of “personalized learning” with an emphasis on fostering creativity and heutagogical (student-driven) models, underpinned by technology, and real world application involving problem and project-based learning in a changing industry. Such change has stemmed both from the impact of COVID-19 on the education system, and in response to a more momentous transformation in public health careers and societal expectations of a public health workforce.

scholarly journals Produção textual e autoria em ambiente virtual de aprendizagem: uma escrita dialógica / Textual production and authorship in virtual learning environment: a dialogical writing

2017 ◽  
Vol 10 (2) ◽  
pp. 308-323
Author(s):  
Claudemir Sousa
Keyword(s):  
Learning Environment ◽  
Mikhail Bakhtin ◽  
Virtual Learning ◽  
Sao Paulo ◽  
Virtual Learning Environment ◽  
São Paulo ◽  
Textual Production ◽  
Technological Tools ◽  
The Impact ◽  
The Relationship

RESUMO: As possibilidades oferecidas pelas ferramentas tecnológicas para a produção de texto afetam sobremaneira a concepção que temos de escrita e de autoria. Neste artigo, objetivamos discutir uma concepção dialógica de escrita e de autoria, tendo como objeto de análise uma interação virtual escrita realizada por estudantes de uma universidade pública do estado de São Paulo. Essa discussão está ancorada nos pressupostos teóricos de Mikhail Bakhtin e seus interlocutores contemporâneos acerca das categorias teóricas autor e dialogismo, bem como em estudos sobre os impactos do uso de ferramentas tecnológicas na produção textual para a relação com a escrita e a autoria, sobretudo em Ambientes Virtuais de Aprendizagem. Concluímos que a escrita no Ambiente Virtual de Aprendizagem ocorre em um processo dialógico entre alunos, professor(es) e textos outros, havendo convergências ou divergências quando os alunos assumem o lugar de autor que organiza vozes.PALAVRAS-CHAVE: escrita; autoria; dialogismo; ambiente virtual de aprendizagem.ABSTRACT: The possibilities offered by the technological tools for the production of text greatly affect the conception we have of writing and authorship. In this article, we aim at discussing a dialogical conception of writing and authorship, by analyzing a virtual written interaction made by students of a public university in the state of São Paulo. This discussion is anchored in the theoretical assumptions of Mikhail Bakhtin and his contemporary interlocutors about the theoretical categories of author and dialogism, as well as on studies about the impact of the use of technological tools in textual production on the relationship with writing and the authorship, especially in virtual learning environments. We conclude that writing in the Virtual Learning Environment occurs in a dialogical process between students, teacher(s) and other texts, occurring convergences or divergences when students take the place of author who organizes voices.KEYWORDS: writing; authorship; dialogism; virtual learning environment.

scholarly journals Did people really drink bleach to prevent COVID-19? A tale of problematic respondents and a guide for measuring rare events in survey data

2020 ◽  
Author(s):  
Leib Litman ◽  
Zohn Rosen ◽  
Cheskie Rosenzweig ◽  
Sarah L. Weinberger-Litman ◽  
Aaron J. Moss ◽  
...  
Keyword(s):  
Public Health ◽  
Best Practices ◽  
Health Outcomes ◽  
Survey Research ◽  
Iron Content ◽  
Heart Attack ◽  
Public Health Research ◽  
Similar Rate ◽  
The Impact ◽  
The Relationship

AbstractSociety is becoming increasingly dependent on survey research. However, surveys can be impacted by participants who are non-attentive, respond randomly to survey questions, and misrepresent who they are and their true attitudes. The impact that such respondents can have on public health research has rarely been systematically examined. In this study we examine whether Americans began to engage in dangerous cleaning practices to avoid Covid-19 infection. Prior findings reported by the CDC have suggested that people began to engage in highly dangerous cleaning practices during the Covid-19 pandemic, including ingesting household cleansers such as bleach. In a series of studies totaling close to 1400 respondents, we show that 80-90% of reports of household cleanser ingestion are made by problematic respondents. These respondents report impossible claims such as ‘recently having had a fatal heart attack’ and ‘eating concrete for its iron content’ at a similar rate to ingesting household cleaners. Additionally, respondents’ frequent misreading or misinterpreting the intent of questions accounted for the rest of such claims. Once inattentive, mischievous, and careless respondents are taken out of the analytic sample we find no evidence that people ingest cleansers to prevent Covid-19 infection. The relationship between dangerous cleaning practices and health outcomes also becomes non-significant once problematic respondents are taken out of the analytic sample. These results show that reported ingestion of household cleaners and other similar dangerous practices are an artifact of problematic respondent bias. The implications of these findings for public health and medical survey research, as well as best practices for avoiding problematic respondents in surveys are discussed.

scholarly journals Master of public health practicum: Global trends and current practices.

2020 ◽  
Author(s):  
Hannah Gummeson ◽  
Sonika Raj Goel ◽  
Khalifa Elmusharaf
Keyword(s):  
Public Health ◽  
Health Education ◽  
Experiential Learning ◽  
Best Practices ◽  
Best Practice ◽  
Public Health Education ◽  
Health Programs ◽  
Public Health Programs ◽  
Master Of Public Health ◽  
Study Results

Abstract Background The field of graduate public health (GPH) education currently lacks clear, universal criteria for the integration of practice-based elements into the curriculum. The concept of the ‘practicum’ is well endorsed and there is a growing recognition that experiential learning is a crucial aspect of career development for the next generation of public health professionals, benefiting not only students, but also the profession and communities it serves. However, many leading academic institutions continue to emphasize research over experiential learning in public health, making practicums much less commonplace in education centers across the globe. Methods The purpose of this research was to review global best practices in graduate public health program design in order to identify commonalities and use the findings to inform practicum development.Data collection for this research was entirely web-based. Practicum guidelines from a globally diverse sample of graduate public health programs were reviewed. Data was compiled from universities’ websites and available online sources and collated into an Excel file. Descriptive statistics were computed for each study variable.Results We screened 108 graduate public health programs and 35 eligible programs were included in the study. Results were reported according to prerequisites & practicum scheduling, practicum contact hours & duration, credit hours & overall credit weighting, competencies, supervision, written agreement, objectives & deliverables, and approach to assessment. This research resulted in 13 recommendations intended to guide graduate public health practicum design. Based on the analysis of current best practice, the recommendations address the following four key domains: practicum design, mentorship & supervision, learning outcomes and evaluation. Conclusions This research demonstrates a global recognition of the benefit of practice experience in graduate public health education. However, the integration of practical components into curricula is inconsistent when viewed through a global lens. There is also significant variation in the structure of existing practical components. We propose that this study be utilized as a tool spark a global dialogue about best practices in graduate public health education through the identification common practices and opportunities for improvement.

Is virtual classroom a window into future during COVID-19? A comparative study of undergraduate and postgraduate university students in India

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
University Students ◽  
Comparative Study ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Virtual Learning Environment ◽  
Validity And Reliability ◽  
Postgraduate Students ◽  
Learning Platforms ◽  
The Impact ◽  
One Way Anova

Education in today’s epidemic time is possible only through virtual learning platforms. COVID-19 has changed the mode of learning and shown the power of learning in virtual mode. In this paper a self-designed questionnaire on virtual learning was developed to analyse the impact of virtual learning on undergraduate and postgraduate university students. The self-developed questionnaire containing 25 items is tested for validity and reliability. 25 items are further segregated into 5 factors using exploratory factor analysis. These five factors are: Virtual Learning Environment; Virtual Learning and Health Related Issues; Virtual Learning and Interpersonal Issues; Virtual Learning and Technological Issues; Virtual Learning Deliverables. To have the comparative study of undergraduate and postgraduate students for the use of virtual learning platforms, one-way ANOVA is implemented. One-way ANOVA is implemented for each factor and it was found that virtual learning effectiveness increases when students move from Under graduation (UG) to Post Graduation (PG) in India.

scholarly journals Formulation, implementation and evaluation of a distance course for accreditation in patient safety

2018 ◽  
Vol 16 (2) ◽  
Author(s):  
Poliana Nunes Wanderlei ◽  
Erik Montagna
Keyword(s):  
Patient Safety ◽  
Adverse Events ◽  
Learning Environment ◽  
Virtual Learning ◽  
Patient Safety Culture ◽  
Hospital Staff ◽  
Course Evaluation ◽  
Reporting Rate ◽  
Virtual Learning Environment ◽  
The Impact

ABSTRACT Objective To formulate and to implement a virtual learning environment course in patient safety, and to propose ways to estimate the impact of the course in patient safety outcomes. Methods The course was part of an accreditation process and involved all employees of a public hospital in Brazil. The whole hospital staff was enrolled in the course. The accreditation team defined the syllabus. The education guidelines were divided into 12 modules related to quality, patient safety and required organizational practices. The assessment was performed at the end of each module through multiple-choice tests. The results were estimated according to occurrence of adverse events. Data were collected after the course, and employees’ attitude was surveyed. Results More than 80% of participants reached up to 70% success on tests after the course; the event-reporting rate increased from 714 (16,264 patients) to 1,401 (10,180 patients). Conclusion Virtual learning environment was a successful tool data. Data on course evaluation is consistent with increase in identification and reporting of adverse events. Although the report increment is not positive per si, it indicates changes in patient safety culture.

Bioterrorism and Local Agency Preparedness: Results from an Experimental Study in Risk Communication

2015 ◽  
Vol 12 (4) ◽  
pp. 861-873 ◽  
Author(s):  
David Malet ◽  
Mark Korbitz
Keyword(s):  
Public Health ◽  
Best Practices ◽  
Risk Communication ◽  
Emergency Response ◽  
State Government ◽  
Foot And Mouth Disease ◽  
Public Officials ◽  
Communication Experiment ◽  
Major Incidents ◽  
State Government Agency

Abstract This article examines data collected from a panel of 43 local, state, and Federal emergency response professionals and public officials in Pueblo, Colorado who participated in a 6-month risk communication experiment simulating the remediation of simultaneous bioterrorist attacks involving anthrax and Foot and Mouth Disease. Participant responses to the scenario presented in real-time indicated that local and state government agency personnel with responsibility for public health emergency management are not necessarily familiar with best practices developed from major incidents. Findings also indicate that information related to bioterrorism response should be provided to agencies that do not normally work in public health but that would be involved in responding to a biological agent event.

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