THE JOHNS HOPKINS PREPAREDNESS AND EMERGENCY RESPONSE LEARNING CENTER (PERLC)

描述（由申请人提供）：本申请描述了一个新的中心-约翰霍普金斯准备和应急响应学习中心（JH-PERLC）-如果获得资助，将根据FOA CDC-RFA-TP 10 -1001创建。拟议的PERLC包括三个部分- A、B和C -分别涵盖基于核心能力的员工培训、合作伙伴要求的教育和培训以及计划核心和网络活动。整个应用程序基于两个并行的框架，一个涵盖我们的教学方法，另一个涵盖我们的内容方法。 教学方法是基于安德森和Krathwohl的修订布卢姆的分类。Bloom、安德森和Krathwohl侧重于学习目标，而当前的FOA和相关的CDC/ASPH准备和反应核心能力开发项目侧重于能力，但一旦能力被阐明，就可以直接开发与能力相对应的学习目标。布鲁姆在认知领域中确定了六个层次，从最低层次的简单回忆或对事实的认识，到越来越复杂和抽象的认知层次，再到最高层次的评价。安德森和克拉思沃尔将布鲁姆的分类法扩展到当前的教育实践中，他们的分类表是一个矩阵：水平维度是认知过程维度，包含六个（认知升级）类别;垂直维度是知识维度，包含四个（微观到宏观）知识类别。内容方法基于我们的新框架-准备、意愿和能力-这是一个简单、易于理解的框架，用于规划、实施和评估工作，以确保个人和组织对突发公共卫生事件做出高质量的反应。 我们以两种方式定义我们的实践伙伴：（1）我们现在和希望继续合作的人，他们主要接受我们的培训和服务;我们的服务区域是马里兰州，特拉华州和华盛顿特区，尽管我们覆盖整个国家;（2）我们在设计，开发和评估基于核心能力的培训方面与之合作更深入的人;这些主要合作伙伴是蒙哥马利县卫生部、穆特诺玛县卫生部和西雅图&金县卫生部。这三个卫生部门是目前NACCHO 8个高级实践中心中的3个。 我们建议继续我们目前的做法，利用多种交付场所，包括面对面，在线和混合方法。评价将基于“SMART“指标：具体、可衡量、可实现、现实和分阶段的指标，评价将考虑结构、过程和成果（即，而不仅仅是结果）。我们建议继续使用我们在最初的CPHP应用程序中首次描述的逻辑模型和相关评估方法。我们打算继续为基于能力的准备培训“建立证据基础”，方法是在同行评审的文献中发表有关培训有效性的证据（例如，从我们的评估活动），以及出版新的培训方法的说明。 我们提议的PERLC的工作人员将包括PI，中心协调员，全职教学设计师，全职电子学习专家，全职评估员和经验丰富的主题专家骨干，他们将担任课程内容开发人员和培训师，涵盖所有能力领域。

DESCRIPTION (provided by applicant): This application describes a new center - the Johns Hopkins Preparedness and Emergency Response Learning Center (JH-PERLC) - that will be created, if funded, in response to FOA CDC-RFA-TP10-1001. The proposed PERLC consists of three parts - A, B, and C - that cover core competency-based training for the workforce, partner-requested education and training, and program core and network activities, respectively. The entire application is based on two parallel frameworks, one that covers our pedagogic approach and the other that covers our content approach. The pedagogic approach is based on Anderson and Krathwohl's revision of Bloom's Taxonomy. Bloom and Anderson and Krathwohl focus on learning objectives, whereas the current FOA and the associated CDC/ASPH Preparedness and Response Core Competencies development project focus on competencies, but learning objectives that correspond to competencies can be directly developed once the competencies are articulated. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts at the lowest level, through increasingly more complex and abstract cognitive levels, to evaluation at the highest level. Anderson and Krathwohl extended Bloom's Taxonomy to current educational practices; their Taxonomy Table is a matrix: The horizontal dimension is the cognitive process dimension, and contains six (cognitively-escalating) categories; the vertical dimension is the knowledge dimension, and contains four (micro-to-macro) knowledge categories. The content approach is based on a new framework of ours - Ready, Willing, and Able - that represents a simple, easily understandable framework for planning, implementing, and evaluating efforts to ensure high-quality individual and organizational responses to public health emergencies. We conceptualize our practice partners in two ways: (1) those with whom we now work and hope to continue to work who mainly receive our trainings and services; our area of service is Maryland, Delaware, and DC, although we cover the entire country; (2) those with whom we more intensively collaborate in the design, development, and evaluation of core competency-based training; these key partners are Montgomery County Health Department, Multnomah County Health Department, and Seattle & King County Health Department. These three health departments are 3 of the 8 current NACCHO Advanced Practice Centers. We propose to continue our current practice of utilizing multiple delivery venues, including face-to-face, online, and hybrid approaches. Evaluation will be based on metrics that are "SMART:" specific, measureable, achievable, realistic, and time-phased, and the evaluation will consider structures, processes, and outcomes (i.e., not just outcomes). We propose to continue to use the logic model and associated evaluation approach we first described in our original CPHP application. We intend to continue to "build the evidence base" for competency-based preparedness training, by publishing evidence in the peer-reviewed literature regarding the efficacy of training (e.g., from our evaluation activities), as well as publishing descriptions of novel training approaches. The staff for our proposed PERLC will include a PI, center coordinator, full-time instructional designer, full-time-equivalent e-learning specialist, full-time evaluator, and a cadre of experienced subject-matter-experts, who will act as curricular content developers and trainers, covering all competency domains.