Evaluation of an online training for improving self-reported evidence-based decision-making skills in cancer control among public health professionals

Morshed, Alexandra B.; Ballew, Paula; Elliott, Michael; Haire‐Joshu, Debra; Kreuter, Matthew W.; Brownson, Ross C.

doi:10.1016/j.puhe.2017.06.014

Cited by 12 publications

(11 citation statements)

References 21 publications

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“…Smaller gaps at post-survey indicate reduced skill gaps and/or increased skills. Adjusted models accounted for baseline EBDM skill gap, job position, years in job position, gender, age group, master's degree earned, and public health agency type based on previous research ( 20 , 21 , 31 ) and/or their statistically significant between-group difference at baseline between the control and training groups. Participants' state was included as a random effect to account for any between-state variation.…”

Section: Methodsmentioning

confidence: 99%

“…Scaling up capacity building approaches is a significant issue in implementation science ( 33 ). Much of the literature on public health workforce training in distance or blended learning (combination of in-person and distance) formats focuses on single topics or specific skills ( 31 , 32 , 34 – 43 ), with few focusing on the utility of training modes for scale-up potential ( 44 , 45 ).…”

Section: Introductionmentioning

confidence: 99%

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Preparing Public Health Professionals to Make Evidence-Based Decisions: A Comparison of Training Delivery Methods in the United States

Jacob

Duggan

Allen

et al. 2018

Front. Public Health

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Background: Evidence-based decision making (EBDM) in health programs and policies can reduce population disease burden. Training in EBDM for the public health workforce is necessary to continue capacity building efforts. While in-person training for EBDM is established and effective, gaps in skills for practicing EBDM remain. Distance and blended learning (a combination of distance and in-person) have the potential to increase reach and reduce costs for training in EBDM. However, evaluations to-date have focused primarily on in-person training. Here we examine effectiveness of in-person trainings compared to distance and blended learning.Methods: A quasi-experimental pre-post design was used to compare gaps in skills for EBDM among public health practitioners who received in-person training, distance and blended learning, and controls. Nine training sites agreed to replicate a course in EBDM with public health professionals in their state or region. Courses were conducted either in-person (n = 6) or via distance or blended learning (n = 3). All training participants, along with controls, were asked to complete a survey before the training and 6 months post-training. Paired surveys were used in linear mixed models to compare effectiveness of training compared to controls.Results: Response rates for pre and post-surveys were 63.9 and 48.8% for controls and 81.6 and 62.0% for training groups. Participants who completed both pre and post-surveys (n = 272; 84 in-person, 67 distance or blended, and 121 controls) were mostly female (89.0%) and about two-thirds (65.3%) were from local health departments. In comparison to controls, overall gaps in skills for EBDM were reduced for participants of both in-person training (β = −0.55, SE = 0.27, p = 0.041) and distance or blended training (β = −0.64, SE = 0.29, p = 0.026).Conclusions: This study highlights the importance of using diverse methods of learning (including distance or blended in-person approaches) for scaling up capacity building in EBDM. Further exploration into effective implementation strategies for EBDM trainings specific to course delivery type and understanding delivery preferences are important next steps.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Preparing Public Health Professionals to Make Evidence-Based Decisions: A Comparison of Training Delivery Methods in the United States

Jacob

Duggan

Allen

et al. 2018

Front. Public Health

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“…Further study is needed on tailoring training content and modalities for practitioners with varied skills and education (32). While we continue to expand delivery formats for EBPH training, we need continued evaluation to more fully understand how various formats affect participants’ learning and application of evidence-based practices and to determine whether the modified formats improve sustainability of the training.…”

Section: Summary and Implications For Practicementioning

confidence: 99%

Scaling Up Evidence-Based Public Health Training

et al. 2018

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Evidence-based public health (EBPH) is the process of integrating science-based interventions with community preferences. Training in EBPH improves the knowledge and skills of public health practitioners. To reach a wider audience, we conducted scale-up efforts including a train-the-trainer version of the EBPH course to build states’ capacity to train additional staff. In this essay, we describe formats for course delivery and local adaptations to content, and we review success factors and barriers for state-based replication of the EBPH training course. Findings were based on our experiences and interviews. EBPH training was delivered in varied blended formats as well as in person and in distance courses, each with advantages and disadvantages. Adaptations were made to meet the needs of learners. Success factors included having committed and competent coordinators and trainers, organizational incentives, leadership support, funding, internal and external collaborators, the infrastructure to support training, and models to learn from. Barriers reported included insufficient staff or trainer capacity; time constraints for organizers, trainers, and participants; and lack of sustained funding. We hope our experience and findings will be a guide for states that are committed to building and sustaining capacity through continued EBPH training. Our lessons may also apply more generally to other workforce development training efforts.

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“…Strategies that focus solely on building individuals' skills for EIDM have been effective in increasing the practitioners' capacity but have not had organization-wide impact (9)(10)(11). To achieve an organizational shift to EIDM, strategies must facilitate organizational change whilst building individual capacity (4,12,13).…”

Section: Introductionmentioning

confidence: 99%

A Pragmatic Evaluation of a Public Health Knowledge Broker Mentoring Education Program: A Convergent Mixed Methods Study

Clark

Dhaliwal

Ciliska

et al. 2021

Preprint

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Background: Public health professionals are expected to use the best available research and contextual evidence to inform decision making. The National Collaborating Centre for Methods and Tools developed, implemented, and evaluated a Knowledge Broker mentoring program aimed at facilitating organization-wide evidence-informed decision making in ten public health units in Ontario, Canada. The purpose of this study was to pragmatically assess the impact of the program. Methods: A convergent mixed methods design was used to interpret quantitative results in the context of the qualitative findings. Quantitatively, participants’ knowledge and skills for finding, interpreting, and using evidence were measured before and after program completion via multiple-choice tests. Changes in scores were assessed using paired t-tests. Qualitatively, program participants and management at enrolled public health units were interviewed to explore the effect of program participation. A secondary analysis of these interviews was conducted to determine whether organizations met their evidence use goals set at baseline, and to identify key factors related to implementation of EIDM within the organization. Results: Post-program scores for knowledge and skills for EIDM were higher compared to pre-program scores (mean difference = 14.0%, 95% CI 8.2%, 19.8%). Organizations met their goals for evidence use to varying degrees. Key themes identified that support an organizational shift to EIDM include definitive plans for participants to share knowledge during and after program completion, embedding evidence into decision making processes, and supportive leadership with organizational investment of time and resources. The location, setting or size of health units was not associated with attainment of EIDM goals; small, rural health units were not at a disadvantage compared to larger, urban health units. Conclusions: The Knowledge Broker mentoring program effectively increased participants’ knowledge and skill, allowing them to share their learning and support change at their health units. When paired with organizational supports such as supportive leadership and resource investment, this program holds promise as an innovative knowledge translation strategy for organization wide EIDM among public health organizations.

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Evaluation of an online training for improving self-reported evidence-based decision-making skills in cancer control among public health professionals

Cited by 12 publications

References 21 publications

Preparing Public Health Professionals to Make Evidence-Based Decisions: A Comparison of Training Delivery Methods in the United States

Preparing Public Health Professionals to Make Evidence-Based Decisions: A Comparison of Training Delivery Methods in the United States

Scaling Up Evidence-Based Public Health Training

A Pragmatic Evaluation of a Public Health Knowledge Broker Mentoring Education Program: A Convergent Mixed Methods Study

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