the impact of online learning on emergency response: an evaluation of an online course
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The Impact of Online Learning on Emergency Response: An Evaluation of
an Online Course
Thomas Chandler, PhD, Yoon Soo Park, MS, Karen L. Levin, RN, MPH, CHES, David M. Abramson, PhD MPH
and Stephen S. Morse, PhD
Disclosures
• I have no relationships to disclose
Online certification courses-blended learning method
Research Question
• Did this online course impact participants' response(s) during recent emergencies and disasters?
Online SurveyDistributed to 4,000 previous course participants via email
Before taking this course, I was able to:
After taking this course, I was able to:
Findings
• Survey URL emailed to 4,000 previous course participants.
• Response rate: 13% (Many email bounce-backs)
• Significant increase for all pre / post competency ratings
• Reliability of the Online Measures: 0.9 (Nunnally (1978) has indicated 0.7 to be an acceptable reliability coefficient)
Competency Ratings:Before and After the BEP course
4
5
6
7
8
9
Competency
Ra
ting
RecognizeDisaster
Identify Chainof Command
Identify myrole
Usecommunication
equipment
Identify myfunctional
role
Communicatewith themedia
Communicatewith other
departments
Communicatewith myfamily
Identify limits Identify keysystem
resources
Applycreativeproblemsolving
Top 5 disasters
1) H1N1
2) Water / food-borne pathogen
3) Hurricane
4) Flood
5) Fire
Geocoded Locations of Respondents
Competency/Disaster Matrix
Note:
(1) “+” indicates a significant positive improvement; “++” indicates a significant positive improvement over 1 point in the rating scale; “+++” indicates a significant positive improvement over 2 points.
(2) “-” indicates an insignificant improvement; “--” indicates a decrease in score.
Comparison of Respondents that took Part II
0.5
1.0
1.5
2.0
2.5
Competency
Ch
an
ge
Sco
re
Did not take Part II
Took Park II
RecognizeDisaster
Identify Chainof Command**
Identify myrole*
Identify myfunctional role
Use communication equipment*
Communicatewith the media
Communicatewith other
departments
Communicate withmy family
Identify limits*
Identify key systemresources
Apply creativeproblemsolving*
*: p<0.05; **: p<0.01
• Which competencies from the online course served you well for your role(s) during the emergency response(s)?
-> Communication competencies
Qualitative Data
• “The communication part and how we connected with all support systems. The different command centers and how they performed in an emergency.”
• Anthrax Hoax: “Our local health department fit into the Operations Section as we were assisting in getting samples to the Florida Department of Health Laboratory. We served in the Liaison Section communicating with the hospital. We also served in a Public Information role as we provided a PIO for the Unified Command. “
• Which competencies did not serve you well for your role(s) during the emergency response(s)?
-> Communication competencies
Qualitative Data
• “Methods of communication: people would do better texting several people vs calling”
• “How to use a smart phone”• “Using social networking tools like Twitter and
Facebook to send out the right message”• “I am not high in the chain of command, so
making any final decisions about notifying media of an event etc is not a part of something I would focus on.”
• CDC & HRSA: Have encouraged the development of online, competency based courses.
• More research is needed to determine their effectiveness during disaster response.
• How can new online courses better address the core competencies? For eg, risk communication
• Too what extent does the type of disaster impact workers’ perceptions of their performance? Eg, terrorism, explosions vs H1N1
Implications:
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