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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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 animateur@chnet-works.ca

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 animateur@chnet-works.ca

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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 animateur@chnet-works.ca

OR Text Chat...

Via Bridgit Internet Conference:

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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 animateur@chnet-works.ca

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

animateur@chnet-works.ca

70

Contact Us

National Collaborating Centre for Determinants of Health

St. Francis Xavier University

PO Box 5000, Antigonish, NS B2G 2W5

Email: NCCDH@stfx.ca and CCNDS@stfx.ca

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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