Workforce Satisfaction Among Governmental Public Health Agencies

Working professional

The topic of address in this training module is “what impacts workforce satisfaction among the US governmental public health workforce (GPHW)”? The purpose of this training is to improve the quality of public health services to improve and protect the United States public’s health through meeting governmental public health workforce satisfaction measures. As many current workers will be retiring from the workforce (the “silver tsunami”) within 3-5 years, new approaches to recruit for and meet the needs of young professionals are needed. This training module seeks to address topics surrounding this needs gap.

Resources:

How to Give an Effective Presentation

Speech
  1. What all good speeches have in common
  2. Improving your speeches
  3. The main types of speeches you may be asked to give:
    • The scientific/research/conference presentation
    • The advocacy/policy speech
    • A “keynote” address
    • The short thematic speech
  1. Before you accept an invitation to speak
  2. Preparation!
  3. Dealing with your nerves

There are no test questions or quizzes with this module.  However, I encourage everyone to carefully review a video recording of one of your recent speeches to see if there are opportunities to improve your public speaking through the incorporation of the advice given in this module. If you’d like to contact me with questions, my email is wykoff@etsu.edu.

Useful supplemental material not referenced in the presentation:

Link to a wide variety of famous speeches:  https://www.americanrhetoric.com/top100speechesall.html

How many types of talks are there?

Engaging Communities

Community

The Engaging Community module includes learning objectives, lecture content, required readings, and an assessment. Lecture content begins with a recorded lecture on key concepts, terms, and resources in community engagement by Dr. Beth O’Connell, Assistant Professor in the Department of Community and Behavioral Health and Coordinator of the Rural Health Certificate at East Tennessee State University’s College of Public Health. The slide deck with links from this recording is also provided for you. Additionally, a TED Talk “What rural medicine can teach us about a doctor’s place in the community” by Dr. Jonathan Piercy will provide context from a physician perspective. These lectures are intended to introduce the student to community engagement concepts, terms, resources, and the physician perspective.

There are three required readings that are intended to round out the student’s community engagement knowledge and skills with complementary material. The CDC Community Health Navigator website will provide you with information about a CDC initiative based on healthcare, public health, and community collaboration. The Community Toolbox- Chapter 7: Encouraging Involvement in Community Work reading is comprehensive and includes multiple sub-sections with reading material, resources, and PowerPoints for each sub-section. The Community Toolbox is a respected community health resource, so please feel free to check out other chapters, although not required for this module. Finally, “What do we know about community-based health worker programs? A systematic review of existing reviews on community health workers” by Scott et al. will provide you some peer-reviewed context and evidence for community health worker (CHW) programs. CHW programs are often an effective way to bridge healthcare and community.

The assessment for this module is a 12-question quiz. Question formats include multiple choice and matching. The assessment should take about 15 minutes to complete and will cover lecture content and required readings.

Learning objectives

  • Identify key terms and definitions in community engagement
  • Identify important roles of a physician in engaging a rural community
  • Define the purpose of the CDC’s Community Health Navigator program
  • Describe recent evidence around community health worker programming
  • Identify groups of people that should be included in a community health collaboration or coalition
  • Describe reasons for including diverse people in a community health collaboration or coalition

Disaster Preparedness & Response

Disaster materials

Welcome to the Emergency Preparedness and Response Training Module!  In this module you will learn about the basic functions of emergency/disaster operations in the United States.  You will learn about preparedness efforts such as the Incident Command Structure, Strategic National Stockpile, Medical Reserve Corps, Emergency Operation Centers, Emergency Operation Plans, and other basic functions of Public Health emergency preparedness and response. 

This module begins with an introductory presentation.  Learners will then progress through the material which has been organized into five sections.  Each section contains a 5-15 minute narrated PowerPoint presentation and one or two short supporting videos or additional links for further exploration.  Learners will also review three articles examining lessons learned, preparedness training and motivating individuals to prepare. 

At the end of the module, learners will complete a 15-question assessment to test emergency preparedness knowledge gained.  Through the information presented in this module, we hope that learners gain a better understanding of Public Health’s role in emergency preparedness and response efforts and the importance of these activities in rural settings.     

Learning Objectives:

At the end of this training, the learner will be able to:

  • recognize Public Health’s role in emergency preparedness and response activities.
  • examine disaster preparedness tools & programs utilized in emergency preparedness planning and response.
  • identify key components of emergency operations planning.
  • discuss elements of emergency preparedness activities that most closely impact health care delivery including the Strategic National Stockpile (SNS), Points of Dispensing (PODs), Medical Reserve Corps (MRC), and the Healthcare Resource Tracking System (HRTS).
  • distinguish key areas of concern for low-resource and rural areas regarding emergency preparedness and response.

Basics of Epidemiology and Biostatistics

Epidemiology

This module is a basic public health analytic training through lecture and assessment that can be done independently by students within the recommended 6 total hours. There are 6 sub-modules covering topics including in the MPH foundational course: EPID 5100-Analytic Methods in Public Health course.  Both the module described here and the course provide an overview of principles and concepts of epidemiology and biostatistics as well as quantitative data collection and management methods applied to public health data. Topics include characteristics of study designs and their application, measures of frequency and associations as indicators of public health impact, introduction to the elements of statistical inference, probability distribution, estimation of means and rates, and causation.

Learning Objectives:

  1. Identify types of data
  2. Describe different ways to visualize data based on their type
  3. Calculate and interpret basic descriptive statistics (e.g. mean, median, mode, etc.)
  4. Calculate and interpret commonly used rates for morbidity and mortality
  5. Identify the appropriate uses of epidemiologic study designs
  6. Calculate and interpret measures of risk including relative risk and odds ratios
  7. Identify the appropriate statistical tests for analyzing data based on their type
  8. Identify types of bias and methods for avoiding them
  9. Define confounding and list methods for its control

Health Equity

Health equity

This module will focus on history, existing power structures, privilege and ongoing structural and social inequalities impact population health especially among disenfranchised, marginalized, and stigmatized sub populations.

Learning Objectives:

  1. Describe the roles of history, power, privilege and structural inequality in producing health disparities
  2. Discuss how case law has been used to address equity at the organizational, community and societal level.
  3. Identify government policies and programs developed to address structural biases

Research

Research

The overarching purpose of the module is to provide an overview of key concepts in public health-related research including study design, data collection and analysis, and collaboration. It consists of a total of seven topic-specific content blocks and an optional eighth block. Each block contains a 15-20 minute lecture video with slides and at least one required or supplemental reading.

Learning Objectives:

  1. Assess the scientific literature, including consideration of study design, data collection methods, and outcomes.
  2. Compare and contrast qualitative and quantitative research, including strengths and weaknesses.
  3. Explain the concepts of internal and external validity, including common threats to each (e.g., maturation and selection).
  4. Describe how to conduct a systematic search of the scientific literature.