Displaying records 1 through 10 of 10 found.
How to Develop a Successful Research Career. Year Developed: 2022. Source: Maternal and Child Health Bureau. Presenter(s): Jessica Rast MPH, Paul Shattuck PhD, MSW. Type: Webinar. Level: Intermediate. Length: 60 minutes.
Annotation: This webinar seeks to highlight strategies for successfully carrying out research and disseminating findings, and build a long-lasting research career. One presenter will discuss experiences as a research associate on a MCHB/DoR award then becoming a Principal Investigator. The other presenter will provide guidance on forming collaborations, expanding research with various funding streams, and translating research into practice.
Learning Objectives: • Learn about the journey from a Research Associate to a Principal Investigator • Understand how to collaborate and form relationships • Become familiar with expanding research with various funding streams • Learn strategies for working with policy-makers and disseminating knowledge for policy impact.
Succeeding in Research: Developing Your Conceptual Model. Year Developed: 2020. Source: Maternal and Child Health Bureau. Presenter(s): Alan Mendelsohn, MD. Type: Webinar Archive. Level: Introductory Intermediate. Length: 60 minutes.
Annotation: Improvement in Maternal and Child Health (MCH) depends largely on successful clinical and non-clinical research. Success in clinical research conducted by developmental-behavioral pediatricians and other MCH professionals can be enhanced through the application of theory and utilization of conceptual models to guide study design.
Learning Objectives: • Gain expertise in developing conceptual models based on theory, evidence and clinical experience; • Utilize conceptual models as a foundation for formulation of testable hypotheses; and • Apply conceptual models to study design.
Project READY: Reimagining Equity & Access for Diverse Youth. Year Developed: 2019. Source: The University of North Carolina at Chapel Hill's School of Information and Library Science. Presenter(s): n.a.. Type: Professional Development Curriculum. Level: Intermediate. Length: Self-paced.
Annotation: Research shows that youth services library staff in both public and school libraries recognize the need for professional and personal knowledge related to race and racism and anti-racist work (Hughes-Hassell & Stivers, 2015); however, there are currently few comprehensive resources that specifically address the needs of library professionals. The Project READY curriculum addresses this gap in existing professional development opportunities for youth services library staff.
Learning Objectives: • Introduce youth services library staff to research in areas such as race and racism, critical theory, and culturally responsive or sustaining pedagogy. • Establish a shared understanding of foundational concepts and issues related to race, racism, and racial equity. • Encourage self-reflection related to race and racial identity for both white and BIPOC (Black, Indigenous, and People of Color) library staff in public and school libraries. • Amplify the work of practitioners and scholars who are providing inclusive and culturally responsive services for youth of color and Indigenous youth. • Provide concrete strategies for creating and/or improving library programs and services for Black youth, Indigenous youth, and children and teens of color.
Getting Better All the Time: Considerations and Approaches for LSR Searching. Year Developed: 2018. Source: Cochrane Project Transform. Presenter(s): Robin Featherstone, Steve McDonald. Type: n.a.. Level: Intermediate. Length: 57 minutes. Slides
Annotation: This webinar describes the living systematic review (LSR) approach to maintaining the currency of systematic reviews of literature by using continual surveillance for new research evidence and inclluding relevant new information in systematic reviews in a timely manner. It also discusses features of the Cochrane LSR search. A video and slides are available.
Qualitative Methods for Public Health: An Overview and Introduction. Year Developed: 2015. Source: U.S. Maternal and Child Health Bureau, Office of Epidemiology and Research. Presenter(s): Hannah Cooper, ScD. Type: Webinar Archive. Level: Intermediate. Length: n.a.. List of Webinar Archives from MCHB
Annotation: This webinar discussed how to critically assess the strengths and weakness of qualitative research papers and evaluation projects. Webinar addresses how to contribute to the development of a qualitative research or evaluation project.
Learning Objectives: • Critically assess the strengths and weakness of qualitative research papers and evaluation projects. • Contribute to the development of a qualitative research or evaluation project.
Reading Epidemiologic Literature: Unit 2. Year Developed: 2004. Source: Center for Public Health Preparedness (University of North Carolina). Presenter(s): Amy Sayle, PhD, MPH. Type: Online Course. Level: Intermediate. Length: 30 minutes.
Annotation: This presentation provides an overview of reading epidemiologic literature using an article example, “Lung cancer in nonsmoking women: a multicenter case-control study”, from the journal Cancer Epidemiology Biomarkers and Prevention. This is a continuation of Unit 1 in which the main components and strategies for reading an article are reviewed.
Learning Objectives: • Identify the sections of a specific journal article. • Apply strategies for reading an article.
Special Instructions: A simple registration to the UNCPHP site is required.
Reading Epidemiologic Literature: Unit 1. Year Developed: 2004. Source: Center for Public Health Preparedness (University of North Carolina). Presenter(s): Amy Sayle, PhD, MPH. Type: Online Course. Level: Introductory. Length: 15 minutes.
Annotation: This module provides a basis for reading epidemiologic research studies, more specifically with studies concerning the relationship between exposures and health-related outcomes. Dr. Sayle provides a definition of epidemiology, and tips to searching the literature, and continues by detailing components of a typical journal article. Strategies for effectively and sufficiently reading an epidemiologic study are included, as well as tips for analyzing study design, population, possible sources of error, confounders, and how variables are defined and measured.
Learning Objectives: • Be able to define epidemiology. • Understand the structure of a typical epidemiology journal article. • Learn strategies for reading an epidemiology article.
Study Types in Epidemiology. Year Developed: n.a.. Source: Northwest Center for Public Health Practice. Presenter(s): John Kobayashi, MD, MPH. Type: Narrated Slide Presentation. Level: Introductory. Length: 45 minutes.
Annotation: This module introduces learners to epidemiologic designs and their uses. First, the course describes the goals of epidemiology studies, and then defines the information needed to answer the “five W’s” (what, who, where, when and why). Next, the module describes the differences between descriptive and analytic studies, and gives examples of study designs within each category, using the recent SARS outbreak to illustrate concepts. Learning is reinforced with short exercises and a final assessment.
Learning Objectives: • List the differences between descriptive and analytic epidemiology • Describe the main types of epidemiologic studies and their uses • Identify and provide examples of person, place, and time in descriptive studies • Describe the main differences among case-control, cohort studies, and environmental studies
Special Instructions: Registration is required. Look to the right of the screen and click on "Register in PHLearnLink".
Continuing Education: Continuing Nursing Education (CNE) credits are available. Participants who successfully complete the course are eligible to receive a certificate for 1.0 contact hours for a processing fee of $35.
Quantitative Research Designs 101: Addressing Practice-Based Issues in Public Health. Year Developed: n.a.. Source: National Collaborating Centre for Methods and Tools. Presenter(s): n.a.. Type: Interactive Learning Tool. Level: Introductory. Length: Self-paced.
Annotation: This module, comprised of three sections, is designed to provide public health professionals with the knowledge they need to effectively and efficiently address practice-based issues. Public health professionals will specifically learn about the different types of research designs likely to be encountered when accessing evidence from published research studies and the types of practice-based questions that research evidence can answer. This training is part of the Canadian National Collaborating Center for Methods and Tools' suite of 5 online courses to support the process of evidence-informed public health (Quantitative Research Designs 101: Addressing Practice-Based Issues in Public Health; Introduction to Evidence-Informed Decision Making; Searching for Research Evidence in Public Health; Critical Appraisal of Systematic Reviews; and Critical Appraisal of Intervention Studies).
Special Instructions: Registration is required. Website and trainings are available in English and French.
Epidemiology for Non-Epidemiologists. Year Developed: n.a.. Source: Michigan Public Health Training Center. Presenter(s): JoLynn P. Montgomery, PhD, MPH. Type: Online Course. Level: Introductory. Length: Self paced.
Annotation: A basic understanding of epidemiology is critical for public health emergency preparedness, outbreak investigations, and prompt decision-making in emergency situations. This online course is competency based and self-paced with instructional modules that explain key epidemiological methods. Activities are included that increase skills.
Learning Objectives: • Establish data collection protocols that systematically monitor community health indicators • Demonstrate readiness to apply epidemiological skills to a range of emergency situations • Disseminate notifiable disease information, reporting requirements and procedures to healthcare provider • Define algorithms that trigger further epidemiological investigation • Activate enhanced surveillance protocols to track the scope of an exposure or outbreak • Collect timely patient and health care utilization data on critical biological agents
Special Instructions: To access this course, you first need to create an account.
Continuing Education: 4.0 Nursing Contact Hours (expire March 31, 2019), 4.0 CHES Category I CECH; Certificate of completion. $12 fee for CE credits.