Integrating Public Health–Oriented e-Learning Into Graduate Medical Education

A 2012 Institute of Medicine report is the latest in the growing number of calls to incorporate a population health approach in health professionals’ training. Over the last decade, Duke University, particularly its Department of Community and Family Medicine, has been heavily involved with community partners in Durham, North Carolina to improve the local community’s health. Based on these initiatives, a group of interprofessional faculty began tackling the need to fill the curriculum gap to train future health professionals in public health practice, community engagement, critical thinking, and team skills to improve population health effectively in Durham and elsewhere. The Department of Community and Family Medicine has spent years in care delivery redesign and curriculum experimentation, design, and evaluation to distinguish the skills trainees and faculty need for population health improvement and to integrate them into educational programs. These clinical and educational experiences have led to a set of competencies that form an organizational framework for curricular planning and training. This framework delineates which learning objectives are appropriate and necessary for each learning level, from novice through expert, across multiple disciplines and domains. The resulting competency map has guided Duke’s efforts to develop, implement, and assess training in population health for learners and faculty. In this article, the authors describe the competency map development process as well as examples of its application and evaluation at Duke and limitations to its use with the hope that other institutions will apply it in different settings.

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“…These changes are likely to include e-learning modules to make it easier to reach residents as well as practicing physicians. 43 …”

Section: Applying the Competency Mapmentioning

confidence: 99%

Teaching Population Health

et al. 2013

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“…For example, the survey by Parton et al revealed that, although the New York City Department of Health and Mental Hygiene successfully reaches many physicians-particularly primary care providers-and that the providers were receptive to engagement with the health department, physicians often remain unaware of important health department resources (e.g., the universal reporting form). 14 E-learning (e.g., the module on correct death certificate completion delivered to medical residents by New York City's health department described by Hemans-Henry et al 15 ) is but one tool available to improve interaction between the two sectors. Wells et al also provide a useful mapping of competencies integrating clinical and public health skills for preventive medicine residents doing rotations in community health centers.…”

Section: A Call For Action On Primary Care and Public Health Integrationmentioning

confidence: 99%

A Call for Action on Primary Care and Public Health Integration

Koo

Felix

Dankwa‐Mullan

et al. 2012

American Journal of Preventive Medicine

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“…On the basis of these findings, BVS is developing an online training program to address registrars' knowledge gaps. Similar online trainings have effectively improved causeof-death reporting in NYC [18,19]. Analogous efforts are under way at the national level; recently, a Birth Data Quality Workgroup at NCHS was charged with developing a national model of training for birth registrars [20].…”

Section: Discussionmentioning

confidence: 99%

How Well Do Birth Records Serve Maternal and Child Health Programs? Birth Registration System Evaluation, New York City, 2008–2011

Howland

Madsen

Toprani

et al. 2015

Matern Child Health J

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National birth registration guidelines were revised in 2003 to improve data quality; however, few studies have evaluated the impact on local jurisdictions and their data users. In New York City (NYC), approximately 125,000 births are registered annually with the NYC Department of Health and Mental Hygiene, and data are used routinely by the department's maternal and child health (MCH) programs. In order to better meet MCH program needs, we used Centers for Disease Control and Prevention guidelines to assess birth data usefulness, simplicity, data quality, timeliness and representativeness. We interviewed birth registration and MCH program staff, reviewed a 2009 survey of birth registrars (n = 39), and analyzed 2008-2011 birth records for timeliness and completeness (n = 502,274). Thirteen MCH programs use birth registration data for eligibility determination, needs assessment, program evaluation, and surveillance. Demographic variables are used frequently, nearly 100 % complete, and considered the gold standard by programs; in contrast, medical variables' use and validity varies widely. Seventy-seven percent of surveyed birth registrars reported ≥1 problematic items in the system; 64.1 % requested further training. During 2008-2011, the median interval between birth and registration was 5 days (range 0-260 days); 11/13 programs were satisfied with timeliness. The NYC birth registration system provides local MCH programs useful, timely, and representative data. However, some medical items are difficult to collect, of low quality, and rarely used. We recommend enhancing training for birth registrars, continuing quality improvement efforts, increasing collaboration with program users, and removing consistently low-quality and low-use variables.

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Integrating Public Health–Oriented e-Learning Into Graduate Medical Education

Cited by 13 publications

References 7 publications

Teaching Population Health

Teaching Population Health

A Call for Action on Primary Care and Public Health Integration

How Well Do Birth Records Serve Maternal and Child Health Programs? Birth Registration System Evaluation, New York City, 2008–2011

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