This document summarizes a public health training series provided by the NIH Library. It provided 4 in-person classes and 5 webinars on topics like evidence-based public health, public health data literacy, GIS, and keeping up with information. Evaluations found strong interest and that learning objectives were better supported for in-person vs webinar classes. Recommendations included continuing the series, assessing learning more, and adding new topics like literature evaluation.

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. 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. 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. 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. 5/22/2014
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. 5/22/2014
6
Online companion to this series

7. 5/22/2014
7
Class: like about the class
(n=32)
Class: improvements
(n=32)

8. 5/22/2014
8
Class: relevance to work
(n=21)

9. 5/22/2014
9
Webinar: improvements
(n=29)
Webinar: relevance to work
(n=19)

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. 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. 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. 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. 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