j. lecavalier & associates inc.

Social Determinants of Health

admin — Mon, 29 Apr 2013 19:27:59 +0000

Course title
	Social Determinants of Health
Sponsoring organization
	SickKids Hospital (Toronto)
Origin
	Canada
Links (to access or get more information)
	Module access: http://www.sickkids.ca/NISN_ELearning/SocialDeterminantsOfHealth/player.html Module series: http://www.sickkids.ca/culturalcompetence/elearning-modules/eLearning-modules.html
Context and relevance
	A series of 15 open-access multimedia and interactive e-learning modules were created to increase the accessibility to and dissemination of cultural competence educational resources. These are part of a broader set of professional development resources that also include: Train-the-trainer workshops. SickKids Cultural Competence Community-of-Practice (CoP), a web-based communication and networking forum aimed at knowledge building and practice improvement. Hosted by the SickKids New Immmigrant Support Network on LinkedIn. The “Journey to Cultural Competence” film. The 15 modules are: Introduction to Clinical Cultural Competence Refugee and Immigrant Health Social Determinants of Health Cross-Cultural Communication Working Effectively with Health-care Interpreters Health Literacy in Clinical Practice Pain and Cultural Competence Parenting Across Cultures Mental Health and Cultural Competence Complementary and Alternative Medicine Ethics and Cultural Competence Religion, Spirituality, and Health Cultural Considerations in End-of-Life Care and Bereavement Valuing Diversity in Health Care Cultural Competence in Social Work – A Case Study Approach
Audience(s)
	Public health practitioners Leaders and decision-makers Others
Course type
	Open-access CE course
Learning focus
	Awareness – Reframing
Learning goals/objectives
	The module’s goal is to illustration how social and economic conditions influence the health of individuals, communities and nations. Upon completion, participants will be able to: Apply the ABCDE Cultural Competence framework and SickKids’ DARE approach to their work. Define health equity. Identify and describe the SDH. Describe how clinical cultural competence can address the issues related to the SDH and health inequity for immigrant populations. Identify and action you will commit to as a result of completing this module.
Course content/topics
	ABCDE Cultural Competence Framework Key social determinants of health What is health equity? Overcoming health disparities Your role
Key topics covered
	Social determinants of health (Health) equity/disparities
Key learning strategies/components
	Well-produced narrated tutorial uses simple but effective interactive graphics, video clips and a brief case study and reflection exercise to introduce the topic of SDH.
Types of learning components included
	Interactive exercises/activities Online reference resources
Fees, Pre-requisites, Credit
	FREE
Approximate duration
	1 hour
Human interaction
	None in the module itself. However, as mentioned above, an online community of practice is also available to participants.
Evaluation and assessment
	Open-ended brief writing exercise, but no verification. Course evaluation form.
Course Best Practices Overview
The course presents public health content and practices that are current and authoritative.
	6/7 – I agree for the most part
Comments on the best practice above
	Includes a 5-part cultural competence framework, and mentions SickKids’ own DARE approach.
The course aims and manages to change performance in a visible, measurable way (rather than just transferring information).
	3/7 – I disagree somewhat
Comments on the best practice above
	The course includes a call to action, but the module is short and introductory. Not enough depth to build practices and skills.
The course feels like an immersive and engaging learning environment.
	5/7 – I agree somewhat
Comments on the best practice above
	The course is a tutorial with no real practice of skills, but its good production values and simple design make it engaging.
The course design and choice of activities are well adapted to the learning goals and context.
	5/7 – I agree somewhat
Comments on the best practice above
	Meets the learning objectives, but could have gone further in skill development while still remaining brief.
The course is easy to use and follow.
	7/7 – I agree completely
Comments on the best practice above
	Simple layout common to all Articulate-produced modules.
A rich variety of well-produced media is used, appropriate to the learning goals (video, graphics, etc).
	6/7 – I agree for the most part
Comments on the best practice above
	Videos, animation, images and interactive graphics are well-produced and attractive. Case study would have been more compelling with video, more images, etc.
Interactive and other activities allow learners to engage with the content and practice realistic skills.
	3/7 – I disagree somewhat
Comments on the best practice above
	No, but this wasn’t the objective pursued.
Good and useful reference resources are provided for use in and outside the course (learners don’t have to memorize content).
	7/7 – I agree completely
Comments on the best practice above
	Really just one single resource, but just what is needed in this case.
The writing is concise and sounds like a magazine, not like a textbook.
	6/7 – I agree for the most part
Comments on the best practice above
	Generally good, clear and concise narration and text.
The production values are high and the course is appealing to use.
	6/7 – I agree for the most part
Technical performance is flawless.
	4/7 – I neither agree nor disagree
Comments on the best practice above
	Functioned very well until the ending screens. Module controls no longer worked in case study. Needs a bit more testing.

Building Community Capacity

admin — Mon, 01 Apr 2013 03:21:56 +0000

Information entered by
	Jacques LeCavalier
Course title
	Building Community Capacity
Sponsoring organization
	e-Learning for Healthcare
Year developed
	Unknown
Origin
	Europe
Links (to access or get more information)
	Project home: http://www.e-lfh.org.uk/projects/building-community-capacity/
Context and relevance
	Learning in this programme is self-directed, supported by web-based resources over a 24 week period. Learning mainly takes place in practice. It involves carrying out a work based project through to completion. Participants register online, and follow a series of six phases.The standard package will enable everyone who completes it to gain evidence of their thinking and skills through a reflective portfolio, as well as delivering a capacity building project with clear, evidenced outcomes. The standard package will provide a good basis if you might want to use it for accreditation at a later date (but usually within five years of completion).
Audience(s)
	Public health practitioners (Health visitors) Others
Comments on the audience
	Health visitors are able to build community capacity. Building from the principles which we have espoused for more than three decades, to search out health needs, to stimulate awareness of health needs among individuals, families and communities, to influence policies affecting health and wellbeing and to facilitate people in engaging with health-enhancing activities (CETHV 1977). Health visitors are seen as bridging and guiding the complex networks of people required to support children, families and communities to achieve the best possible health outcomes. However, whilst the existing workforce has the potential to undertake this role, many people have been overwhelmed by current workloads, and few have been able to sustain the necessary skills or up to date knowledge.
Course type
	Other
Learning focus
	Intervention skills
Learning goals/objectives
	This package will help you to refresh your knowledge of relevant areas and most importantly help you to work through, in practice, ways in which you can increase: • Skills, confidence • Understanding of people, parents, families, the wider community and any of the voluntary and statutory agencies working with themand address • Issues affecting health and wellbeing • Facilitate and provide leadership for collaborative workingIt should help you to deliver some specific developments / improvements with clear, measurable outputs in partnership with the local community.
Course content/topics
	This package is designed to facilitate existing health visitors to gain confidence and extend or renew their skills in building community capacity. The teaching and learning model adopted draws on principles from the work of Boud and colleagues (2006), in particular the notion of productive reflection which harnesses reflection on work experience and work practice to enhance engagement and outputs as well as learning.
Key topics covered
	Social determinants of health Health promotion
Key learning strategies/components
	As part of your participation in the Building Community Capacity package you are expected to plan, implement and evaluate a change in your practice which demonstrates how you have worked with individuals, groups and the wider community to build their capacity to enhance health and wellbeing. Your chosen ‘project’ will help you implement what you have learnt through the programme and to demonstrate to others how the programme has influenced your practice. You are welcome to work on a ‘project’ either alone or with a small group of colleagues.A workbook supports learners through the learning programme. A variety of online knowledge resources are also provided, including several online “Masterclass” modules on key topics (these are content presentations created with Articulate Studio – some are text and graphics, some include media content as well).
Types of learning components included
	Online reference resources Individual or group assignments/projects
Fees, Pre-requisites, Credit
	e-LfH content is free of charge to those who work within the NHS.For those of you who want to build on existing qualifications and get recognition for taking part, you may want to follow our accredited route. Northumbria University offer accreditation for your learning from this package (30 postgraduate credits).
Approximate duration
	24 weeks
Human interaction
	Your learning journey will follow the Phases of the package. In order to be successful you are expected to complete all Phases to the satisfaction of your employing organisation (and academic tutor if going for accreditation). Whilst each Phase is shown in chronological order it is expected that you will revisit various elements as you go through your learning journey in order to review and enhance your knowledge and skills.
Evaluation and assessment
	Demonstrating Your Achievements are an important part of the programme. They will help you be clear about what you have learnt, and will assure your managers, clients and colleagues that you can do an effective job in community capacity building, and that you have the tools to continue doing this.It is most important in order to meet the requirements for ‘Demonstrating Your Achievements’ that you follow the detailed guidance and complete the relevant activities which you are required to submit via hs.submit-bcc@northumbria.ac.uk.
Developers and Funders
	e-Learning for Healthcare / NHS / Northumbria University.The design team is co-ordinated and led by Revd Professor Pauline Pearson, Professor of Nursing at Northumbria University, Newcastle upon Tyne. She is an experienced health visitor with significant experience in educational and community development as well as a track record in research, practice and education for public health and primary health care. She has extensive experience in managing interagency collaborations.
Course Best Practices Overview
The course aims and manages to change performance in a visible, measurable way (rather than just transferring information).
	7/7 – I agree completely
Comments on the best practice above
	The primary focus of this programme and approach is to tangibly improve on-the-job skills. The commitment required by the learner and their programme supervisor is considerable, but if the needed effort is invested and the extensive available resources well used, success is very likely.

Factors that influence health: An introduction

admin — Sun, 31 Mar 2013 23:22:57 +0000

	Jacques LeCavalier
Course title
	Factors that influence health: An introduction
Sponsoring organization
	OpenLearn (The Open University)
Year developed
	2012
Origin
	Europe
Links (to access or get more information)
	Course access and info: http://www.open.edu/openlearn/body-mind/health/factors-influence-health-introduction/content-section-0
Context and relevance
	This unit is an adapted extract from the course Promoting public health (K311).
Audience(s)
	Public health practitioners Others
Course type
	Open-access CE course
Learning focus
	Awareness – Reframing
Learning goals/objectives
	Once you have completed this unit you will: have gained a knowledge and understanding of the social determinants of health be able to demonstrate an ability to identify, use and critically evaluate different types of health information.
Course content/topics
	What factors influence our health? A lot of attention is focused on people’s behaviour – their decisions to smoke, drink, over-eat and so on – with strong messages about the changes needed to become healthier. But people’s behaviour is influenced by circumstances and events, friends and family, education, job prospects, income, housing and environment. In this unit we look at how these factors, these wider social determinants, work together to influence our health for good or ill.1 Exploring the factors that influence health 2 Age, sex and hereditary factors 3 Individual lifestyle factors 4 Social and community influences 5 Living and working conditions 6 General social and environmental conditions 7 Investigating health inequalities
Key topics covered
	Social determinants of health
Key learning strategies/components
	This excerpt from a larger course contains mainly readings and question-based activities on those readings. These are self-corrected. Some general “feedback” is provided.
Types of learning components included
	Individual or group assignments/projects
Fees, Pre-requisites, Credit
	FREE
Approximate duration
	5 hours
Human interaction
	None
Evaluation and assessment
	None. Self-corrected activities.
Developers and Funders
	The Open University.
Course Best Practices Overview
The course presents public health content and practices that are current and authoritative.
	6/7 – I agree for the most part
The course aims and manages to change performance in a visible, measurable way (rather than just transferring information).
	3/7 – I disagree somewhat
Comments on the best practice above
	This course excerpt is intended to increase awareness and knowledge.
The course feels like an immersive and engaging learning environment.
	4/7 – I neither agree nor disagree
Comments on the best practice above
	There is no interaction, so the emphasis in on reading and reflecting/thinking/writing on the readings.
The course is easy to use and follow.
	3/7 – I disagree somewhat
Comments on the best practice above
	The content area is embedded in the course web page, so other content elements are distracting. The content is too text-heavy.
A rich variety of well-produced media is used, appropriate to the learning goals (video, graphics, etc).
	3/7 – I disagree somewhat
Interactive and other activities allow learners to engage with the content and practice realistic skills.
	2/7 – I disagree for the most part
The writing is concise and sounds like a magazine, not like a textbook.
	7/7 – I agree completely

Introducing Public Health

admin — Sun, 31 Mar 2013 23:00:48 +0000

Information entered by
	Jacques LeCavalier
Course title
	Introducing Public Health
Sponsoring organization
	OpenLearn (The Open University)
Year developed
	2012
Origin
	Europe
Links (to access or get more information)
	Course info and access: http://www.open.edu/openlearn/body-mind/health/public-health/introducing-public-health/content-section-0
Context and relevance
	This unit is adapted from the course “Promoting public health” (K311), and uses a case study of Coventry to introduce two important public health issues: factors that influence health and ill health; and the scope of public health work. Factors influencing health, or the ‘wider determinants of health and ill-health’ as they are often called, are complex and contested. Family circumstances, poverty, education, work, housing and environment all impact on our health to some extent. You will see some of these influences at work in Coventry. Public health has become ‘everybody’s business’ and is undertaken by a wide range of people, not just in the health sector but in other sectors too. It is both ‘multi-professional’ – involving professionals such as police, teachers, housing officers as well as health workers – and ‘inter-sectoral’ – involving different government departments, local government, the voluntary sector, private sector and so on. Consider how to use your study of this unit, for example by recording your ideas in a paper-based or online journal. If you enjoy this unit you can also study the other units in this sequence: Public health in community settings: An introduction Factors that influence health: An introduction
Audience(s)
	Public health practitioners Others
Comments on the audience
	If you are a public health practitioner you may wish to use your work to help build portfolio evidence of your public health knowledge and skills.
Course type
	Open-access credit course
Learning focus
	Awareness – Reframing
Learning goals/objectives
	After studying this unit you should be able to: demonstrate some knowledge and understanding of the wider determinants of health and ill-health demonstrate some knowledge and understanding of the roles of people and agencies who undertake work in the promotion of public health, and your own role in promoting health be aware of the debates and dilemmas that may arise from the promotion of public health.
Course content/topics
	This unit introduces some key elements of public health and health promotion, using a video case study of Coventry. It focuses on the major determinants of health and ill health and the scope of public health work. 1 Public health on the ground 2 Thinking about your own health 3 Scope of public health 4 Agencies and players in today’s public health 5 Everybody’s business?
Key topics covered
	Social determinants of health Public health
Key learning strategies/components
	This excerpt from a larger course provides a sampling of content and activities. The activities are all question-based activities related to either a video vignette, web research or readings. There is no tutor for the excerpt, so the acitivites are not corrected. Instead, a comment on each activity is available for learners to reveal – presumably once the activity has been completed.
Types of learning components included
	Individual or group assignments/projects
Fees, Pre-requisites, Credit
	FREE
Approximate duration
	6 hours
Human interaction
	None
Evaluation and assessment
	None. The activities are “self-corrected”.
Developers and Funders
	The Open University
Course Best Practices Overview
The course presents public health content and practices that are current and authoritative.
	7/7 – I agree completely
Comments on the best practice above
	The Open University is a very well-respected source of open learning materials. This excerpts is from a course published in 2012.
The course aims and manages to change performance in a visible, measurable way (rather than just transferring information).
	4/7 – I neither agree nor disagree
Comments on the best practice above
	This excerpt is aimed at more of an awareness/reframing level than on skills.
The course feels like an immersive and engaging learning environment.
	5/7 – I agree somewhat
Comments on the best practice above
	The activities provide a reasonably good idea of the sorts of resources and activities available in the larger course.
The course design and choice of activities are well adapted to the learning goals and context.
	4/7 – I neither agree nor disagree
Comments on the best practice above
	Cannot really judge, based on this small excerpt.
The course is easy to use and follow.
	6/7 – I agree for the most part
A rich variety of well-produced media is used, appropriate to the learning goals (video, graphics, etc).
	6/7 – I agree for the most part
The right amount and types of human interaction (with facilitator or peers) are available.
	4/7 – I neither agree nor disagree
The writing is concise and sounds like a magazine, not like a textbook.
	7/7 – I agree completely
Comments on the best practice above
	Quality standards at the Open U are very high.
The production values are high and the course is appealing to use.
	5/7 – I agree somewhat
Comments on the best practice above
	The content area is embedded in the course web page, so all other elements surround the content area, which is distracting.
Technical performance is flawless.
	7/7 – I agree completely

Health Impact Assessment in Practice

admin — Sat, 30 Mar 2013 19:43:12 +0000

Information entered by
	Jacques LeCavalier
Course title
	Health Impact Assessment in Practice
Sponsoring organization
	NHS Health Scotland
Year developed
	2008
Origin
	Europe
Links (to access or get more information)
	NHS Health Scotland – Virtual Learning Environment (Moodle): http://elearning.healthscotland.com/login/index.php Help and How-To on the Virtual Learning Environment: http://elearning.healthscotland.com/course/view.php?id=65
Context and relevance
	NHS Health Scotland is a Special Health Board with a national remit. We play an important role in improving the health of everybody living in Scotland and tackling inequalities in health.
Audience(s)
	Public health practitioners
Comments on the audience
	The course is designed for practitioners with some existing awareness of HIA, but limited experience. Some public health and research skills are assumed. For example the course will assume participants would be able to conduct literature reviews, undertake critical appraisal, interpret descriptive statistics, and be able to lead a small group exercise
Course type
	Open-access CE course
Learning focus
	Intervention skills
Learning goals/objectives
	By the end of the course you should be able to: Outline the definition, purpose and values of doing a health impact assessment Describe why and how to consider health inequalities when doing HIA Describe the spectrum of activity and the steps to go through when doing a HIA Conduct a rapid tabletop HIA Demonstrate ‘screening’ and ‘scoping’ of an HIA Use different kinds of evidence in HIA, including routine data and literature review Describe why and how to involve stakeholders and informants in HIA Summarise HIA findings in a matrix and use this to make recommendations Apply some criteria to evaluate HIA
Course content/topics
	1. Key concepts and approaches 2. Case study: A tabletop screening HIA 3. Case study: A rapid HIA 4. Case study: A detailed HIA 5. Case study: A detailed HIA (continued) 6. Evaluation of Health Impact Assessment
Key topics covered
	Social determinants of health Population health
Key learning strategies/components
	Information is presented on screen, but the main part of the course is three HIA case studies for you to work through. You are asked to write down or type in data, findings and ideas in this workbook. The workbook then forms a record of what you have learnt on the course. There are also some self-assessment quizzes for you to do. At the end of each module the workbook has a bibliography of optional further reading.
Types of learning components included
	Discussion forums Online reference resources Scenario-based training Individual or group assignments/projects
Fees, Pre-requisites, Credit
	FREE
Approximate duration
	6-12 hours
Human interaction
	None. It is not clear if a tutor is available for this course or not, but some Health Scotland courses do use a blended approach.
Evaluation and assessment
	Module quizzes with True-False questions.
Developers and Funders
	NHS Health Scotland
Course Best Practices Overview
The course presents public health content and practices that are current and authoritative.
	4/7 – I neither agree nor disagree
Comments on the best practice above
	Note on course home page: This is a 2008 resource. Whilst much of the learning is relevant to the principles of Health Impact Assessment in Practice the currency of some content may not be up to date. Please treat this as an archived resource.
The course aims and manages to change performance in a visible, measurable way (rather than just transferring information).
	7/7 – I agree completely
Comments on the best practice above
	The combination of online tutorial and scenarios, with scenario exercise completed in the course workbook, works well to practice skills which would be used in an actual job context.
The course feels like an immersive and engaging learning environment.
	5/7 – I agree somewhat
Comments on the best practice above
	Because no audio or video are used, the “immersion” effect is limited. In spite of that, the focus on realistic scenarios is quite engaging.
The course design and choice of activities are well adapted to the learning goals and context.
	6/7 – I agree for the most part
Comments on the best practice above
	One design error, arguably, is to use too-easy True-False questions for the module quizzes. These do not do a good job of discriminating learners who have mastered the content from those who haven’t and/or who are just guessing.
The course is easy to use and follow.
	6/7 – I agree for the most part
Comments on the best practice above
	Instructions are clear. But there is occasional use of audio which is a bit disconcerting. Since there is a bit of audio, one finds oneself expecting more but not knowing when it will appear.
A rich variety of well-produced media is used, appropriate to the learning goals (video, graphics, etc).
	5/7 – I agree somewhat
Comments on the best practice above
	Graphics are of good quallity, but no audio or video are used. Audio narration is good for enhancing retention, and video is good in this content area for behaviour modeling, etc.
Interactive and other activities allow learners to engage with the content and practice realistic skills.
	6/7 – I agree for the most part
Comments on the best practice above
	Commented on above.
Good and useful reference resources are provided for use in and outside the course (learners don’t have to memorize content).
	6/7 – I agree for the most part
Comments on the best practice above
	Relevant resources are referenced in the course workbook, and occasionally in the course itself.
The writing is concise and sounds like a magazine, not like a textbook.
	6/7 – I agree for the most part
The production values are high and the course is appealing to use.
	6/7 – I agree for the most part
Technical performance is flawless.
	4/7 – I neither agree nor disagree
Comments on the best practice above
	The course only works with certain browsers. Audio clips are launched by rolling over with the mouse, but don’t always work. At least one resource link was a broken link.

Principes et méthodologie de Santé Publique : Concepts et savoirs de base

admin — Fri, 29 Mar 2013 23:21:07 +0000

Information entered by
	Jacques LeCavalier
Course title
	Principes et méthodologie de Santé Publique : Concepts et savoirs de base
Sponsoring organization
	Université de Lorraine / Nancy-Université
Year developed
	2011
Origin
	Europe
Links (to access or get more information)
	Information sur le cours: http://www.sante-pub.u-nancy.fr/esp/index.php?page=formation-continue Plan du cours: http://www.sante-pub.u-nancy.fr/esp/uploads/FormaQualifiante/Programme_FQ_CSB_2013.pdf Responsable de la formation : Serge BRIANÇON Contact : Catherine CRUAUX – catherine.cruaux@univ-lorraine.fr – Tél : (33) 03 83 68 35 24
Context and relevance
	Formation qualifiante sans crédit universitaire.
Audience(s)
	Public health practitioners Others
Comments on the audience
	Professionnels du secteur sanitaire et social Professionnels des collectivités territoriales travaillant dans le champ de la santé Professionnels du secteur medico-social
Course type
	Open-access CE course
Learning focus
	Awareness – Reframing
Learning goals/objectives
	A l’issue de la formation, les étudiants seront en mesure de : Connaître les grandes fonctions de la santé publique. Définir les concepts de santé/santé publique/population et communauté. Expliquer l’apport de la promotion de la santé pour la santé publique. Distinguer les problèmes de santé/problèmes de santé publique. Définir les concepts de déterminant, de risque et de facteurs de risque. Citer les grandes catégories de déterminants. Définir le concept d’indicateurs et reconnaître les différents types d’indicateurs. Identifier le champ de la recherche en santé publique. Reconnaître l’importance des besoins/demandes/réponses dans l’analyse d’une situation. Caractériser le champ d’action de la santé publique et communautaire. Identifier les différents acteurs en santé publique. Reconnaître l’importance de l’éthique en santé publique.
Course content/topics
	Le programme de formation est étalé sur 9 semaines. Les chapitres ouverts sont les suivants : Qu’est-ce que la santé publique ? Les déterminants de l’état de santé des individus et des populations. L’observation en santé publique. La recherche en santé publique. L’intervention en santé publique. Les acteurs en santé publique. L’éthique en santé publique.
Key topics covered
	Social determinants of health Population health
Key learning strategies/components
	La formation se déroule à distance, en e-learning. Elle est semi-tutorée, ponctuée d’exercices et de tests de connaissance. Travail à distance en e-learning, formation semi-tutorée ponctuée de 3 exercices dont 1 auto-corrigé, et 2 tutorés, de 2 tests de connaissances en auto-formation, et de 2 études de cas, dont 1 auto-corrigée et 1 tutorée, constituant l’exercice de synthèse. Ouverture et clôture de la formation par votre tuteur sous forme de chat. La formation est ponctuée de 5 « chats » d’une heure chacun durant la formation, favorisant les échanges et la communication au sein du groupe. Les étudiants peuvent communiquer entre eux et avec un tuteur par le biais d’un forum.
Types of learning components included
	Interactive exercises/activities / Exercices interactifs Discussion forums / Forums de discussion Online instructor/facilitator / Formateur ou tuteur en ligne Webinars/Virtual classroom work / Classe virtuelle Online reference resources / Ressources en ligne Individual or group assignments/projects / Projets/travaux/devoirs
Fees, Pre-requisites, Credit
	800 eurosLa formation est généralement ouverte de février à avril. Le bulletin d’inscription accessible est à retourner pour janvier 2014. Une attestation de formation est délivrée à l’issue de la formation sous réserve de la participation aux activités. La participation aux « chats » d’ouverture et de clôture de la formation est indispensable.
Approximate duration
	50 à 70 heures sur 9 semaines (y compris 5 à 25 heures de travail personnel)
Human interaction
	Le tutorat est assuré par un enseignant de l’Ecole de Santé Publique.
Evaluation and assessment
	Exercices tutorés et tests de connaissance.
Developers and Funders
	Ecole de Santé Publique – Faculté de Médecine – Université de Lorraine

C.E.P en Santé Publique

admin — Fri, 29 Mar 2013 22:17:57 +0000

Information entered by
	Jacques LeCavalier
Course title
	C.E.P en Santé Publique
Sponsoring organization
	Institut ICADES
Year developed
	Inconnu
Origin
	Afrique
Links (to access or get more information)
	Information sur la formation : http://icades.onlc.be/4-CEP-en-Sante-Publique.html
Context and relevance
	L’Institut de Conseils et d’Assistance pour le Développement Economique et Social est une institution focalisée sur le renforcement des capacités pour la réalisation des objectifs du millénaire pour la Développement (OMD) et la pmotion du développement humain durable.La mondialisation et l’atteinte des objectifs du millénaire pour le développement impliquent de nouvelles connaissances et de nouvelles compétences. L’Institut ICADES a mis en place des modules de formation adaptés aux besoins des différents acteurs de la mise en œuvre de ces OMD.Cette formation se propose de renforcer les compétences de ses étudiants en vue d’améliorer les systèmes de santé publique dans les pays en développement. Depuis 2005, près de 300 professionnels ont bénéficié de nos formations. Nos formateurs et encadreurs sont reconnus pour leur pédagogie et leurs démonstrations claires et pragmatiques.
Audience(s)
	Public health practitioners Others
Comments on the audience
	Cette formation s’adresse à des candidats ayant : un « diplôme de cadre infirmier ou équivalent », ou un diplôme d’infirmier, ou paramédical de niveau bac+3 avec une expérience d’au moins 5 années en santé publique. OU être un étudiant en médecine ayant validé la 4 ème année d’études médicales * ou tout autre titre admis en équivalence.
Course type
	Open-access credit course / Certificat d’études professionnels (en ligne)
Learning focus
	Intervention skills / Méthodes d’intervention
Learning goals/objectives
	A la fin de cette formation, les étudiants seront en mesure de : Analyser les déterminants de santé dans leur pays ; Définir les priorités en santé et en développement en vue d’élaborer, de mettre en œuvre, de suivre et d’évaluer des stratégies d’intervention sanitaires. Contribuer à la mise en œuvre de politiques et de programmes intersectoriels pertinents pour le développement sanitaire.
Course content/topics
	Les cours sont répartis en 10 modules d’enseignement et de mise en situation professionnelle: Module 1: Méthode et pratique en Epidémiologie Module 2 : Communication en santé publique Module 3: Méthodologie Module4: Politique/planification en Santé publique Module 5 roblèmes contemporains de santé Module 6: Objectifs du millénaire pour le développement Module 7: Sciences sociales et économiques Module 8: Système d’information et de gestion en santé publique Module 9: Hygiène et Assainissement Module 10 : Nutrition communautaire
Key topics covered
	Social determinants of health Health promotion Population health
Key learning strategies/components
	Le cursus se déroule sur une année académique, constituée de 6 mois de cours théoriques et pratiques, et trois mois de stage assortis d’une soutenance du projet professionnel.La scolarité s’effectue exclusivement par internet (e-learning system). (Envoi de module, test d’évaluation, examen final et soutenance par visioconférence).Les activités et les stratégies d’apprentissage ne sont pas décrites sur le site du programme.
Types of learning components included
	Individual or group assignments/projects
Fees, Pre-requisites, Credit
	Droit d’inscription: 200 euros Frais pédagogiques: 1200 euros pour les étudiants ressortissants/résidents des pays africains 1500 euros pour les étudiants résidents en dehors des pays africains Coûts de coorection des tests et honaires des jurys: 400 euros “L’ICADE n’offre pas de bourse, mais réduire les coûts de frais de formation aux ressortissants africains rédidents en Afrique” Tous nos certificats professionnels sont allignés sur le système LMD soit chaque année 60 ECT. Le programme correspond à une année de Bac+5, permettant également d’initier à la recherche. Le certificat est obtenu avec une moyenne générale au moins égale à 10/20. Une mention « Bien» est obtenue avec une moyenne générale comprise entre 14-15.9. Une mention « Très bien» est acquise avec une moyenne générale égale ou supérieure à 16.
Approximate duration
	6 mois de cours en ligne (1 année en tout)
Human interaction
	Les cours en ligne semblent se dérouler en autoformation – il n’y a aucune mention de formateur ni de tuteur en ligne.
Evaluation and assessment
	L’étudiant doit subir une évaluation de connaissance relative à l’appropriation des enseignements à l’issue de l’apprentissage de chaque module, les moyennes des évaluations modulaires ne sont pas cumulables, donc chaque apprenant est astreint à valider chaque module avec au moins une note de 10 sur 20 pour la théorie et 12/20 pour la pratique.Le mémoire qui représente le 1/3 est noté sur 30 points.Le diplôme de master est obtenu avec une moyenne générale au moins égale à 50 points sur 100 (soit 10/20).
Developers and Funders
	L’Institut ICADES est un espace de formation , d’accompagnement et de conseils en ingénierie de développement et de recherche à la fine pointe de la technologie destiné à la conception et au développement des plus nouveaux outils de concption, de planification, de mise en oeuvre,de suivi et d’évaluation.

Series of 8 online modules – Community Tool Box

admin — Fri, 29 Mar 2013 19:03:25 +0000

Information entered by
	Jacques LeCavalier
Course title
	Series of 8 online modules – Community Tool Box
Sponsoring organization
	Work Group for Community Health and Development at the University of Kansas & Kansas Department of Health and Environment
Year developed
	Various
Origin
	US
Links (to access or get more information)
	Community Tool Box information: http://ctb.ku.edu/en/default.aspx The online learning modules are available at CDC TRAIN (must sign up for a free account). https://cdc.train.org/DesktopShell.aspx
Context and relevance
	The Community Tool Box is a service of the Work Group for Community Health and Development at the University of Kansas. It is billed as a global resource for free information on essential skills for building healthy communities. It offers more than 7,000 pages of practical guidance in creating change and improvement, in the following key areas: 1. Creating and Maintaining Coalitions and Partnerships 2. Assessing Community Needs and Resources 3. Analyzing Problems and Goals 4. Developing a Framework or Model of Change 5. Developing Strategic and Action Plans 6. Building Leadership 7. Developing an Intervention 8. Increasing Participation and Membership 9. Enhancing Cultural Competence 10. Advocating for Change 11. Influencing Policy Development 12. Evaluating the Initiative 13. Implementing a Social Marketing Effort 14. Writing a Grant Application for Funding 15. Improving Organizational Management and Development 16. Sustaining the Work or Initiative In addition to many other resources, the toolbox includes 8 self-paced online learning modules. See below for details.
Audience(s)
	Public health practitioners Leaders and decision-makers Others
Comments on the audience
	The audiences or end users for the Community Tool Box include: a) People doing the work of community change and improvement (community leaders and members) b) People supporting it (intermediary organizations such as public agencies or university-based centers) c) People funding it (governmental institutions, foundations, and others). Use of the Community Tool Box grew nearly exponentially: over 100,000 hits in 1997, over 500,000 in 1998, and well over one million in 1999. Guestbook data confirm that users represent a wide variety of community-building settings and positions and come from all corners of the planet.
Course type
	Open-access CE course
Learning focus
	Intervention skills
Learning goals/objectives
	Module 1: Assuring Engagement in Community Health Improvement Efforts (30 minutes) - Define community health assessment - Engage community members and assure ownership among stakeholders Module 2: Identifying Community Health Needs and Assets (45 minutes) - Identify communities with unmet/disproportionate health needs - Describe what matters to people in the community - Describe the resources available for addressing identified issues Module 3: Conducting Community Health Assessments (45 minutes) - Define community health assessment - Define the geographic boundaries of the assessment - Compile and describe evidence about local needs Module 4: Setting Community Priorities Based on Identified Issues (45 minutes) - Use criteria and processes for prioritizing issues to be addressed - Identify factors affecting community problems and goals Module 5: Developing a Logic Model for Community Health Improvement (30 minutes) - Develop a framework or model of change to guide your improvement efforts Module 6: Developing a Strategic Plan for Community Health Improvement (30 minutes) - Develop an action plan for improvement Module 7: Developing an Intervention (30 minutes) - Develop a preliminary intervention - Review and select “best practices” - Adapt interventions for the local context Module 8: Assuring Collaboration During Implementation (30 minutes) - Assure collaboration across sectors - Share investment in implementation of the community health improvement plan
Course content/topics
	See Learning goals/objectives.
Key topics covered
	Population health
Key learning strategies/components
	The modules include audio files, text/image presentations, brief written exercises related to realistic cases, knowledge check and reflection questions, a concluding exercise based on a scenario, a post assessment, a glossary, a practice guide, additional resources, an evaluation and a certificate of completion. The Best Practices overview below is based on a review of Module 3: Conducting Community Health Assessments.
Types of learning components included
	Interactive exercises/activities Online reference resources Individual or group assignments/projects
Fees, Pre-requisites, Credit
	FREE A certificate of completion can be obtained upon completion of each module. Community Tool Box materials are licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.
Approximate duration
	30-45 minutes per module
Human interaction
	Although the online training modules are not facilitated, the Community Tool Box provides for the following types of interaction: Ask an Advisor: Ask specific questions of experienced community members and experts about issues relevant to your community work. View Global Stories of Community Innovation: See how others are taking action to bring about change and improvement. Sign our Guestbook: Share how you are using the resources on the site to support your community work Subscribe to an eNewsletter The Work Group for Community Health and Development also develops tailored online WorkStation websites for local, national, and global initiatives. WorkStations solve needs for online collaboration and enable users to easily share materials, make announcements, access tools, learn from others’ success stories, access guidance from peer discussions and solve needs for online collaboration. (See http://ctb.ku.edu/en/services/wstoverview.aspx for details.)
Evaluation and assessment
	Post-assessment at the end of the module, and written exercises during the module.
Developers and Funders
	Development of the Community Tool Box has been ongoing since 1994, and is a public service of the University of Kansas. The Community Tool Box is developed and managed by the Work Group for Community Health and Development at the University of Kansas, and partners nationally and internationally. Because of our work building capacity for community health and development work and our participatory research to extend the evidence base for community efforts to promote health and development, we have been designated at as World Health Collaborating Centre since 2004.
Course Best Practices Overview
The course presents public health content and practices that are current and authoritative.
	6/7 – I agree for the most part
The course aims and manages to change performance in a visible, measurable way (rather than just transferring information).
	7/7 – I agree completely
Comments on the best practice above
	This brief course targets skill-based learning surprisingly well. The focus is on getting learners to try the tasks out quickly, and with good feedback and guidance.
The course feels like an immersive and engaging learning environment.
	5/7 – I agree somewhat
The course design and choice of activities are well adapted to the learning goals and context.
	6/7 – I agree for the most part
The course is easy to use and follow.
	7/7 – I agree completely
Comments on the best practice above
	Well structured and parts well integrated together.
A rich variety of well-produced media is used, appropriate to the learning goals (video, graphics, etc).
	5/7 – I agree somewhat
Comments on the best practice above
	Some audio clips. Not much in the way of graphics or illustrations.
Interactive and other activities allow learners to engage with the content and practice realistic skills.
	6/7 – I agree for the most part
Comments on the best practice above
	Simple open-ended exercises require learner to complete realistic assessment tasks, and then compare their answers with exemplary possible answers. A PDF Practice Guide allows the learner to write down their assessment information and plan.
Good and useful reference resources are provided for use in and outside the course (learners don’t have to memorize content).
	6/7 – I agree for the most part
Comments on the best practice above
	Resources are screened and linked directly to module objectives/sections.
The production values are high and the course is appealing to use.
	6/7 – I agree for the most part
Technical performance is flawless.
	7/7 – I agree completely

Assuring Engagement in Community Health Improvement Efforts

admin — Sun, 17 Mar 2013 18:23:19 +0000

Information entered by
	Jacques LeCavalier
Course title
	Assuring Engagement in Community Health Improvement Efforts
Sponsoring organization
	Kansas Department of Health and Environment
Year developed
	2011
Origin
	US
Links (to access or get more information)
	Course info and access on CDC TRAIN: https://cdc.train.org/DesktopModules/eLearning/CourseDetails/CourseDetailsForm.aspx?CourseID=1033673
Context and relevance
	This module is part of the Community Tool Box, a service of the Work Group for Community Health and Development at the University of Kansas. See http://ctb.ku.edu/en/default.aspx for details. In addition to many other resources, the toolbox includes 8 self-paced online learning modules: 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
Audience(s)
	Public health practitioners Leaders and decision-makers Others
Comments on the audience
	Environmental Health Professionals Educators / Trainers Policy / Planner Researchers / Analysts Public Health Health Care
Course type
	Open-access credit course
Learning focus
	Awareness – Reframing
Learning goals/objectives
	At the completion of this 30 minute online course learners will be able to: - Define community health assessment - Engage community members and assure ownership among stakeholders
Course content/topics
	See objectives.
Key topics covered
	Population health
Key learning strategies/components
	This course includes audio files, brief written exercises, a post assessment, a glossary, a practice gude, additional resources, an evaluation and a certificate of completion.
Types of learning components included
	Interactive exercises/activities Online reference resources
Fees, Pre-requisites, Credit
	FREE
Approximate duration
	30 minutes
Human interaction
	None.
Evaluation and assessment
	Post-assessment at the end of the module, and written exercises during the module.
Developers and Funders
	This project was funded in part through the Kansas Department of Health and Environment, Bureau of Community Health Systems – State Office of Rural Health (SORH) grant. The SORH program is managed by the Federal Office of Rural Health Policy, Health Resources and Services Administration, U.S. Department of Health and Human Services.

Introduction to the Determinants of Health

admin — Sun, 17 Mar 2013 00:36:32 +0000

Information entered by
	Jacques LeCavalier
Course title
	Introduction to the Determinants of Health
Sponsoring organization
	UBC
Year developed
	??
Origin
	Canada
Links (to access or get more information)
	Course syllabus: http://www.spph.ubc.ca/sites/healthcare/files/courses/SPPH527DLSyllabusJan2012WEB.pdf Syllabus for “Rural and Remote Health” course: http://spph.ubc.ca/sites/healthcare/files/courses/SPPH528DL.pdf Info on MPH degree program: http://www.mph.spph.ubc.ca/index.php
Context and relevance
	The MPH degree program, offered within the UBC School of Population and Public Health, will produce public health professionals with integrated knowledge and skills in epidemiology, biostatistics, social, biological and environmental determinants of heath, population health, disease prevention, and health systems management.The program is aimed at students who have recently completed a Baccalaureate degree in areas such as health sciences, science, arts, applied sciences (engineering) or business. It is also aimed at professionals who have worked in public health, perhaps in a leadership role, and who wish to extend their knowledge in public health methods and applications.This two-year practicum-based program will accept applications between December 1, 2013 and February 1, 2014 for entry in September 2014. The UBC MPH degree is also offered as a a two-year “distributed learning program” in which students will attend courses on campus for four consecutive days once per month and also supplement their learning through a complementary on-line program. The Master of Public Health Degree is offered through UBC’s School of Population and Public Health.One course relevant to SDH and Health Equity is described here. There are other relevant courses as well.
Audience(s)
	Public health practitioners Others
Comments on the audience
	Graduate students.
Course type
	Open-access credit course
Learning focus
	Awareness – Reframing
Learning goals/objectives
	By the end of this course, students will be able to: - Understand philosophical and theoretical reasons why social determinants are linked to population health - Identify the key social determinants of health and a selection of frameworks that link these to the population’s health - Describe some of the pathways through which those determinants affect population-level health and social well-being - Articulate case examples of policy initiatives and programs either proposed or currently in place to address issues in population health
Course content/topics
	It is now generally accepted that a variety of personal, social and economic factors influence health status. There is, however, still a great deal of debate about what the specific or most important influences are, and the mechanisms or pathways by which health is either damaged or promoted, and whether and how these factors can be influenced by public policy. This course will provide an introduction to some of the foundational thinking that has given rise to the concept of population health and an overview of the current state of research related to the determinants of health, with an emphasis on the social determinants of health.
Key topics covered
	Social determinants of health
Key learning strategies/components
	Mixed-mode course.
Types of learning components included
	Online instructor/facilitator Online reference resources Individual or group assignments/projects
Fees, Pre-requisites, Credit
	Approx. $2,500-5,000 per year (MPH program) See http://www.mph.spph.ubc.ca/financial-aid.php for info on program fees.
Approximate duration
	1 semester
Human interaction
	There are three modules in this course and three face-to-face sessions. It is expected that students will finish the first module before the first face-to-face session.This is a mixed mode, or blended, course. You, your instructor and fellow students will be learning both online and face-to-face in the classroom. It is necessary for you to participate fully in all parts of this course to successfully complete the course. Selected readings, online material and group activities will outline key issues and concepts. These activities, together with face-to-face and online discussions and assignments, will provide an opportunity for application of these concepts.The face-to-face component of the course takes place over three separate days and includes small group break-out sessions, presentations and large group activities. There are no lectures during these face-to-face sessions.
Evaluation and assessment
	Web module 1 assignment (due Feb 3rd, by midnight) 10% Mid-term examination (in-class, March 1st) 30% Web module 2 assignment (due Feb 24th, by midnight) 10% Web module 3 assignment (due March 30th, by midnight) 10% Policy briefing paper, including in-class presentation component (due Friday, April 13th by midnight) 40%