Evaluation of an online training for improving self-reported evidence-based decision-making skills in cancer control among public health professionals

The purpose of this evaluation was to assess the effect of the online evidence-based cancer control (EBCC) training on improving the self-reported evidence-based decision-making (EBDM) skills in cancer control among Nebraska public health professionals. Cross-sectional group comparison. Previously d...

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Bibliographic Details
Published in:Public health (London) 2017-11, Vol.152, p.28-35
Main Authors: Morshed, A.B., Ballew, P., Elliott, M.B., Haire-Joshu, D., Kreuter, M.W., Brownson, R.C.
Format: Article
Language:English
Subjects:
Academic achievement
Adult
Cancer
Cancer control
Clinical Competence
Clinical Decision-Making
Cross-Sectional Studies
Decision making
Education
Education, Public Health Professional - methods
Evidence-Based Medicine - education
Evidence-based public health
Feedback
Female
Humans
Internet
Leadership
Male
Materials selection
Measurement methods
Medical personnel
Middle Aged
Neoplasms - prevention & control
Online instruction
Online training
Partnerships
Positive feedback
Preventive medicine
Program Evaluation
Public health
Public health workforce
Self Report
Skills
Training
Variance analysis
Young Adult
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Summary:The purpose of this evaluation was to assess the effect of the online evidence-based cancer control (EBCC) training on improving the self-reported evidence-based decision-making (EBDM) skills in cancer control among Nebraska public health professionals. Cross-sectional group comparison. Previously developed EBDM measures were administered via online surveys to 201 public health professionals at baseline (comparison group) and 123 professionals who took part in the training. Respondents rated the importance of and their skill level in 18 EBCC skills. Differences were examined using analysis of variance models adjusted for gender, age, years at agency, and years in position, and stratified by respondent educational attainment. Among professionals without an advanced degree, training participants reported higher overall skill scores (P = .016) than the baseline non-participant group, primarily driven by differences in the partnerships and collaboration and evaluation domains. No differences in importance ratings were observed. Among professionals with advanced degrees, there were no differences in skill scores and small differences in importance scores in the expected direction (P 
ISSN:0033-3506
1476-5616
DOI:10.1016/j.puhe.2017.06.014