BioSense Training: Soup to Nuts Using needs assessment to drive ...

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BioSense Training: Soup to Nuts 
Using needs assessment to drive content and delivery 
 

Lourdes Martinez-Cox, MS

PHIN Conference

August 29, 2007 
 

Centers for Disease Control and Prevention

National Center for Public Health Informatics

Division of Emergency Preparedness and Response 
 

 
 

Session Objectives 

Identify components of a needs assessment  
 
Identify benefits of using a needs assessment to inform content and delivery of product  
 

BioSense Background 

A national program for conducting real-time biosurveillance and health situational awareness  
Receives existing data from healthcare organizations, state surveillance systems, and a commercial laboratory.   
Analyzes the data and makes it available to public health and hospital partners via the web-based application.  
 

BioSense Training 
 

Bi-monthly training programs Initially: met user needs for training Currently: As program has grown so have the number and proficiency levels of users Not enough variety in training delivery methods  
What00 next?  
 

Why a needs assessment? 

To ensure training was: offered at the right frequency included the right mix of training methods designed for various experience levels  
 
So that users could achieve the maximum benefit from using the BioSense Application on a routine basis as well as during a public health emergency. 
 
 
 

Starting with the soup 

Identify stakeholders Conduct interviews and survey user groups Research best practices Conduct a literature review  
 

Identifying Key Stakeholders 

DEPR leadership  
BIC Analysts  
BioSense Trainer  
BioSense Users  
 

User Input 00 Via Survey 

Via Survey Orientation webinar participants March - August 2007 5 questions Training Topic of Interest Training Method Preferences  
 

User Input 00 Via Webinar 

State Webinars 7 states BIC organized Dual purpose Outreach to state partners Obtain training needs  
 

Research best practices 

Information Sharing Pathway Total Contacts CDC - 19 External CDC - 8 Internal Cross Centers and Divisions Referral Sources External Universities National Association Training Sources  

Lisa Hines

NCPHI 

John

Anderton

NCPHI

ADCS 

Carol

Higbie

OWCD 

Nancy

Gathany

OWCD 

Kelly

Holton

NCID 

Emily Z.

Gutierrez

NCZVED 

Lisa

Lundgren

NCZVED 

Tony

Pearson-

Clarke

NCHM 

Carol

Crawford

NCHM 

Joanne

Stein

NCHM 

Gaby

Benenson

NCID 

Rachel

Kreh

COTPER/OD 

Melissa

Morrison

NCPDCID 

Wanda

King

COTPER 

BIC

Analysts 

James

Archer

NCHM 

Holly

Wilson

DTBE 
 
 

R.Cochran;

E. Bolyard;

T.Lye; S.Lee;

K. Rainish;

M. Andrus 
 

Carrie

Hartshorne

DHPIRS 

Dolly

Sinha

NCHSSTP 

Cindy Getty

DHPIRS 

Scott

Brown

NCHM 

William

Atkinson

NCIRD 

Cynthia

Jorgensen

NCHSSTP 

Bruce

Maeder

STD/HIV

Univ. of

Washington 

Elaine

Auld

SOPHIE 

Sue

Larson

Univ. MN 

Cheryl

Reeves

Univ. Albany 

Laurie

Walkner

Univ. IA 

Nick

DeLuca

NCHSSTP 

Gail

Williams

NCHM 

Pat

Weinberg

ASTDR 

Lisa

Williams

NCHM 

Amy Scheller

Mary Hoeppner

Univ. MN

 
 

Best Practice Trends 

Delivery Method:

    (12) Web-based training (to include net conference, webinars)

          (3) Lectora

          (1) Desire to Learn

          (1) Cold Fusion

    (4) Training CDs

    (4) Face to face

    (4) Use of scenarios

    (3) Broadcast/webcast

    (2) DVD/Podcasts

    (1) Virtual Simulations

 
 

Best Practice Trends (cont.) 

Training Components:

    (7) CEUs provided

    (6) Needs Assessment conducted

    (4) Pre/post tests

    (3) Competency based

    (3) 3-6 month follow up evaluations

Other:

    (4) Marketing plans set

    (3) Outside Contractor used to develop training 

 
 

Literature Review - Objectives 

Preferred training modalities for public health and healthcare professionals Optimal training frequencies Best practices for the training of the public health and healthcare professionals  
 

Literature Review - Grouping 

Information grouped by: email communications most utilized modality for physician instruction learning preferences online learning effectiveness access alternative delivery modes for learning  
 

In a nutshell00e learned 

focus on what the audience 00eeds to know00/font> time limited web training (no more than 1 hour) use scenarios and practice opportunities assemble materials into short units use skill-building exercises  
 

Results 

Products

Partnerships

Processes

 
 

Next steps 

Host pilots for first tip sheet and video simulation Begin development of tip sheet series and simulations GSU Service Learning Podcasts Regional Demos Pursue funding for a 3D Virtual Training Environment  
 

Questions?? 
 

Lourdes Martinez-Cox, MS

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