online courses: social determinants of health & health equity
TRANSCRIPT
Welcome to CHNET-Works! Fireside Chat #339 June 6, 2013 1:00 – 2:30 PM Eastern Time (Teleconference open for participants at 12:50 PM ET)
Online Courses: Social
Determinants of Health & Health Equity
www.chnet-works.ca
A project of Population Health Improvement Research Network University of Ottawa
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Step #1 : Backup PowerPoint Presentation www.chnet-works.ca
Step #2 : Teleconference
All Audio by telephone
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Recording announcement
Step #3: The Internet Conference (via ‘Bridgit’ software)
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Housekeeping : how a fireside chat works…
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How to post comments/questions during the Fireside Chat
Joining in by Telephone AND
Internet Conference (‘Bridgit’ software)
click: participant’s icon – person/blue shirt
Joining by Telephone only?
By email: Respond to the ‘access instructions
email [email protected]
Please introduce yourself!
• Name
• Organization
• Location
• Group in Attendance?
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Where are you located? Où habitez-vous? For those on Bridgit: √ on your province/territory √ sur votre province ou territoire
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What sector are you from?
Public Health
Education/Research
Faculty/Staff/Student
Provincial/Territorial
Government/Ministry
Municipality Health Practitioner Other
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Agenda
Time Activity
0:00 – 0:10 Welcome, Orientation, Housekeeping
0:10 – 0:25 Project summary
0:25 – 0:30 Brief Q&A
0:30 – 0:45 Presentation: Community Tool Box online
modules
0:45 – 1:00 Presentation: Introduction to Health Impact
Assessment of Public Policies, NCCHPP
1:05 – 1:25 Next steps and Q&A
1:25 – 1:30 Thanks and CLOSE
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Join us on Twitter!
@NCCDH_CCNDS
#SDOH
#HealthEquity
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Webinar Objectives
• Learn how the NCCDH conducted its scan and
assessment, and what we found
• Learn about some of the strengths and weaknesses
of online learning
• Preview samples from two recommended courses
• Interact with the designers of these courses; learn
about their successes and challenges
• Share experiences with online learning and the
social determinants of health
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Advisors on tap
Christina Holt, MA
Associate Director,
Community Tool Box
Services, Work Group for
Community Health &
Development, University
of Kansas
Jacques LeCavalier, MA
E-learning consultant,
Kelowna, BC
Julie Castonguay, PhD
Network Development
Officer, National
Collaborating Centre
for Healthy Public Policy
Lesley Dyck, MA
Knowledge Translation
Specialist, NCCDH
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National Collaborating Centre
for Determinants of Health
• Our aim is to improve health equity in Canada
• We seek to support public health practitioners,
decision makers, and organizations within the
scope of their practice
http://nccdh.ca/resources/entry/scan
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The National Collaborating Centre
for Determinants of Health
Our focus:
• Social determinants of health & health equity
Our work:
• Translate and share evidence to influence
interrelated determinants & advance health
equity
• To support inter-professional connections in
the Canadian public health sector
Our audience:
• Practitioners, decision makers, and
researchers working in public health
• Organizations in Canada’s public health sector
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Project Objectives
• Identify, assess and summarize good-quality online
learning courses on the topics of social
determinants of health and health equity in both
English and French.
• Increase the awareness and use of effective e-
learning courses by public health practitioners
across Canada.
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Why are you attending?
Interested in professional
development for MYSELF
Interested in professional
development for MY STAFF
Would like to DEVELOP some
online content in public health
area
Other
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Learning Online about
Health Equity and Social
Determinants of Health:
What’s Out There?
j. lecavalier & associates inc. e-learning design | strategy | coaching | research
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E-learning defined
Structured
learning carried
out by individuals
or groups outside
of a physical
classroom, over
the Internet or an
internal network.
Self-paced
Live (virtual classroom)
Online collaboration
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Why learn online?
PROS
• Learn where and
when you want
• Save on tuition
• Access training not
available locally
• Develop new skills
• Peers/contacts
• Learn better?
CONS
• Self-motivation
• No “face time”
• Technology/support
• On whose time/dime?
• Lesser perceived value
• Variable quality
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Good course design is hard…
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Scope and search criteria
We looked for …
• Self-paced courses
• Facilitated online
courses
• “Blended” courses
• Courses of any length
We did not consider …
• Web sites/ resource
collections
• PowerPoint
presentations
• Webinars (archived or
live)
• Online university
courses that can’t be
taken individually
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Scope and search criteria (cont’d)
Audience:
• Canadian front-line
public health
practitioners
• Public health managers
or decision-makers
• Other stakeholders
(people working in
community health and
other social service
organizations)
• .)
Language:
• English and/or French
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Origin:
• Mostly looked for
Canadian & US courses
• But any origin OK if
content relevant for Cdn
audience
Scope and search criteria (cont’d)
1st Level Keywords:
• Online learning / e-
learning / online courses
• Public health /
population health /
social determinants of
health / health equity /
health inequity / health
impact assessment
2nd Level Keywords:
Community health impact
assessment / gender
equity in health /
epidemiology / racial
equity in health / social
justice / intersectoral
action / population health
status reporting /
purposeful reporting /
others…
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Scope and search criteria (cont’d)
Background research:
• Leads from NCCDH staff
& project Reference
Group members
• NCCDH (Bavington) and
PHAC scans (2010/12)
Key sites/portals:
• CDC-TRAIN
• Public Health Training
Centers Network (US)
• Public Health Online
Resource for Careers,
Skills &Training (UK)
• PAHO Virtual Campus
for Public Health
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Best practices review
(12 factors)
1. The course presents public health
content and practices that are
current and authoritative
2. The course design and choice of
activities are well adapted to the
learning goals and context
3. The right amount and types of
human interaction (with facilitator
or peers) are available
4. The writing is concise and sounds
like a magazine, not like a textbook
5. The course aims and manages to
change performance in a visible,
measurable way (rather than just
transferring information)
6. The course is easy to use and
follow
7. Interactive and other activities
allow learners to engage with the
content and practice realistic skills
8. The production values are high
and the course is appealing to use
9. The course feels like an immersive
and engaging learning
environment
10. A rich variety of well-produced
media is used, appropriate to the
learning goals (video, graphics,
etc.)
11. Good & useful reference resources
are provided for use in and outside
the course
12.Technical performance is flawless 23
7 point scale
and comments
Your experience with online learning?
Excellent OK / Fair
Poor No experience using online
learning
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Results
General
HE/SDH, 12
Specific SDH,
7 Population
Health, 7
Health Impact
Ass't, 4
Cultural
Competence,
4
Community
Engagement,
4
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• 38 courses that met basic criteria
• 8 university courses/programs
(excluded)
• 12 recommended courses
Topic focus:
Results (cont’d)
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The 12 recommended courses …
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Your comments/questions please!
Telephone AND
Internet Conference (‘Bridgit’ software)
click: participant’s icon – person/blue shirt
Joining by Telephone only?
By email: Respond to the ‘access instructions
email [email protected]
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Core Values and Assumptions
Christina Holt, MA
University of Kansas
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People Can
Change The World
We Give Them the Tools to Do It
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Our Vision: People – locally and globally– taking action
together to change conditions that affect their lives 31
• How-to Guidance
• Toolkits
• Troubleshooting
• Evidence-Based Practices
Building Capacity for
Change
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Growing Global Reach
2.5 million+ unique users
from 229 countries
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A Partnership to Build Capacity
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Module 1: Assuring Engagement in Community Health Improvement Efforts Module 2: Identifying Community Health Needs and Assets Module 3: Conducting Community Health Assessments Module 4: Setting Community Priorities Based on Identified Issues Module 5: Developing a Logic Model for Community Health Improvement Module 6: Developing a Strategic Plan for Community Health Improvement Module 7: Developing an Intervention Module 8: Assuring Collaboration During Implementation
8 Self-Paced Online Learning Modules
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• Learning objectives
• Rationales
• How-to steps
• Activities (opportunities to apply knowledge)
• Examples from the field (audio)
• Reflection questions
• Additional online tools for support
• Practice guide (workbook)
• Glossary
• Quiz
Each Module Included:
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Does such a course seem useful?
Yes No
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• Public health professionals in Kansas and beyond
• Health care providers
• US Centers for Disease Control and Prevention
• University faculty & staff
• Non-profit staff
The course is used by…
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User Feedback
• 98% of participants who rated the course stated they would recommend the course
“This course provides a useful overview of the purpose of a logic model and how to complete one.” “Easy, direct, and to the point.” “Would like to have a copy and present it to my local MRC.”
User Comments
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• Distilling critical information takes time
• It can be painful to cut material, but it is necessary
• Integrate audio, video, photos, and other images
• Keep slides simple
• Provide opportunities for user engagement with the content such as through reflection questions and activities
• Know your audience and seek user feedback
Lessons Learned
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• Extending reach through enhanced dissemination
• Better integration into existing supports
• Creation of additional interactive modules
Aspirations
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Core Values and Assumptions
For more information:
• In 5 words or less,
what is your reaction
to the course just
described?
RSVP Via Email:
Respond to the ‘access
instructions email [email protected]
OR Text Chat...
Via Bridgit Internet Conference:
48
click: participant’s icon – person/blue shirt
Question for Participants!
National Collaborating Centre for
Healthy Public Policy
In collaboration with Dr. Richard Massé and
the Université de Montréal
Online university course on
Health Impact Assessment of Public Policies
Julie Castonguay
Doina Malai
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© iStockphoto.com/ Tatiana Popova
National Collaborating Centre for
Healthy Public Policy (NCCHPP)
Our mandate
– Support public health actors in their efforts to promote healthy
public policies
Our areas of expertise
– The effects of public policies on health
– Generating and using knowledge about policies
– Intersectoral actors and mechanisms
– Strategies to influence policy making
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The context of this online course • Rapidly growing interest in Health Impact Assessment
• Need for training
• NCCHPP target audience: Canada-wide, local and regional level
• Limited resources for traveling
Development of an online course to meet this demand in a innovative way.
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© iStockphoto.com/ pictafolio
A competency-based approach
• In consultation with experts and potential participants in the course:
– Identification of the main competencies needed in order to do Health Impact Assessment:
• 1 core competency
• 5 competency elements
• 11 families of professional situations
• Inventory of resources needed to face these situations
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A competency-based approach
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Knowledge
Attitude Skills
e.g. Knowing the historical
evolution of HIA
e.g. Drawing a logic model
e.g. Being aware of role
as knowledge-broker
Building this course…
Step 1
What do participants need
to learn?
Step 2
Development of the content
Step 3
Interaction integrated within
the content
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A 45-hour University Master-level Course…
I would love to take it! Too demanding... Not practical enough
Why a competency-based approach? Relevance and quality of content is crucial.
• Then we added : interaction.
– Discussion forum
– Video clips (interviews with experts and practitioners)
– Weekly message from tutor
– Group exercices and individual exercices with feedback from tutor
– Self-correcting quizzes, pre-tests and post-tests
Two First Cohorts • Course in French: February and March 2013
– 25 participants: 18 non-program students – Average final grade: B+, excellent end-of-term assignments
• Course in English: May and June 2013 – 25 participants: 20 non-program students – From all accross Canada, from Newfoundland to Vancouver – Public health actors at the federal, provincial, regional and local
level
• Very low drop-out rates – 4/25, so far zero in the English course
Evaluation results
« I’ve learned so much, and this course allowed me to put
together many scattered elements of my practice. »
« Everything is so well put together, and even if I knew
some of this material, it allows me to appreaciate it
at another level.»
« The more I progress in the course, the
more I become passionate about
HIA.»
• Evaluation questionnaires for each module and for the entire course experience, to be analyzed at the end of the English cohort.
•Evaluation of the impact of the course on practice in 6 months.
Lessons Learned 1. Highly motivated participants
2. Competency-based approach key to highly relevant content
3. Discussion forums with specific questions linked to the online material were highly successful in creating lively discussions
4. Tutor feedback on individual exercises highly appreciated (as opposed to automatic answers)
5. Multimedia that adds to the content of the unit well appreciated
6. It takes time for the participants to get used to an online platform, and it takes resources to make it a fluid experience.
What’s next? • Improvement of the course based on lessons learned
from the evaluation.
• Next courses: Winter semester 2014 in French and Summer semester 2014 in English.
• Development of a 12-hour Continuing Education course, focusing on skills to apply the five steps of HIA.
• For more information: www.ncchpp.ca
Thank you!
• In 5 words or less,
what is your reaction
to the course just
described?
RSVP Via Email:
Respond to the ‘access
instructions email [email protected]
OR Text Chat...
Via Bridgit Internet Conference:
66
click: participant’s icon – person/blue shirt
Question for Participants!
Possible Next Steps …
• Disseminate information about the recommended
courses
• Continue scanning for good-quality online courses
(use “10 Promising Practices” to help guide search)
• Identify professional development “gaps” and
explore course development opportunities
• Explore/promote creation of Canadian “portal” of
public health professional development resources
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What type of professional
development in HE/SDH is most needed ?
Training focused on
KNOWLEDGE /
ATTITUDES / BELIEFS
Training focused on
SKILL DEVELOPMENT
BOTH
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What audience/group is
most in need of professional
development in HE/SDH?
FRONT-LINE PH
PRACTITIONERS
LEADERS /
DECISION-MAKERS
OTHERS
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Your comments/questions please!
Telephone
AND
Internet Conference (‘Bridgit’ software)
click: participant’s icon –
person/blue shirt
Joining by Telephone only?
By email:
Respond to the ‘access
instructions email
70
Contact Us
National Collaborating Centre for Determinants of Health
St. Francis Xavier University
PO Box 5000, Antigonish, NS B2G 2W5
Email: [email protected] and [email protected]
Phone: (902) 867-5406 Fax: (902) 867-6130
www.nccdh.ca and www.ccnds.ca
@NCCDH_CCNDS
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Thank you!
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