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FY06 PHP Training Events by Competency

The following courses were developed through funding provided by the Community Preparedness Section, DSHS, through the CDC Cooperative Agreement Award authorized by the Department of Defense and Emergency Supplemental Appropriations for Recovery from and Response to Terrorist Attacks on the United States Act, 2002, Public Law 107-1171. Competency 1: Describe the public health role in emergency response in a range of emergencies that might arise. (e.g., “This department provides surveillance, investigation in public information in disease outbreaks and collaborates with other agencies in biological, environmental, and weather emergencies.”)

Title Provider Delivery Format Principles of Public Health Practice

DSHS, Community Preparedness

Classroom, Web based

Description This course is designed as an introduction to public health practice. Its purpose is to provide members of the public health workforce an understanding and knowledge of public health concepts, methods of practice, as well as current and emerging health issues.

Objectives Identify and describe the historical origins and legal foundation of public health practice and the functional means of carrying out its work. Identify and describe the current and emerging roles of public health in relation to community residents and other community agencies and partners. Understand the need for public health to recognize and cope with emerging public health threats, new technologies and methods, and evolving policies. Identify and describe the core competencies for preparedness and response, the key organizational functions of preparedness, and the methods of coalition building and functioning.

Title Provider Delivery Format

Principles of Emergency Management for Public Health


Classroom

Description The purpose of the course is to provide participant’s working knowledge of the role public health within the range of emergencies that might exist, whether natural or man made disasters.

Objectives Examine the purpose, history, organization, and functions in comprehensive emergency management. Describe state and federal laws and regulations regarding emergency response, including relevant public health law. Discuss the need for coordinating response plans with law enforcement, EMS, hospitals, emergency management, school districts, and all levels of public health. Describe the Public Health role in Incident Command System. Apply learning through participation in a tabletop end-of-course exercise.

Title Provider Delivery

Format Basic Disaster Life Support (BDLS)


Classroom

Description Basic Disaster Life Support, BDLS™ is the didactic component of “National Disaster Life Support (NDLS™)” disaster-preparedness training. It is a review of the all-hazards topics including natural, accidental, and man-made events, traumatic and explosive events, nuclear and radiological events, biological events, and chemical events. Objectives

Specifically, as a result of this program healthcare providers will be able to: Recognize indications of a terrorist event or other public health emergency Meet the acute needs of patients, including pediatrics and other vulnerable populations in a safe and appropriate manner Rapidly and effectively alert the public health system of such an event at the community, state, and national level, and; Participate in a coordinated, multidisciplinary response to terrorist events.


Format Core Disaster Life Support (CDLS)


Classroom

Description

The purpose of this course is to prepare the healthcare community to recognize and manage the medical consequences of disasters. CDLS™ focuses on disaster preparedness for first responders and for a broad range of health care providers in the community, including physicians, dentists, nurses, pharmacists, veterinarians, allied health providers, public health agencies, laboratory technicians, and law enforcement personnel, as well as city officials and planners.

Objectives Specifically, as a result of this program healthcare providers will be able to: Recognize indications of a terrorist event or other public health emergency Meet the acute needs of patients, including pediatrics and other vulnerable populations in a safe and appropriate manner Rapidly and effectively alert the public health system of such an event at the community, state, and national level, and; Participate in a coordinated, multidisciplinary response to terrorist events.


Format Recognizing and Responding to Bioterrorism and Other Public Health Emergencies


Classroom, Web based

Description The course is a two-hour program is an introduction to bioterrorism agents, aimed at educating healthcare providers related to four essential tasks: recognition of a public health emergency; protection of themselves and others; activation of the public health system; and functioning as part of a healthcare team.

Objectives By the end of the course participants will be able to: Identify the CDC’s Category A, B, and C agents, and the disease caused by these agents. Describe the clinical presentation and treatment of Category A agents Describe decontamination methods, personal protection equipment, and isolation; precautions for biological and chemical threats, and; List Public Health and Hospital roles and responsibilities during a bioterrorism event.


Format Crisis and Emergency Risk Communications

DSHS, Communications Unit

Classroom

Description What needs to be said to the public during a crisis or emergency, how are we going to get those messages out, and who is going to deliver them? All these questions and more will be answered during this class. The course includes understanding psychological factors, working with the media, roles and responsibilities and developing skills that are essential as a spokesperson. Objectives Recognize the major health-related threats facing American communities today and in the future. Communicate a deep understanding of the psychology of a crisis to their staffs. Evaluate and strengthen existing crisis emergency risk communication plans. If necessary, design and develop new crisis and emergency risk communication plans for their state or locale. Build the necessary relational infrastructure of partners and stakeholders who will cooperate during emergencies in their state or locales. Conduct preparatory crisis planning and crisis emergency risk communication within a complex array of existing laws and regulations.

Competency 2: Describe the chain of command in emergency response. Title Provider Delivery

Format

Principles of Public Health Practice


Classroom

Description This course is designed as an introduction to public health practice. Its purpose is to provide members of the public health workforce an understanding and knowledge of public health concepts, methods of practice, as well as current health problems and issues.





Classroom


Objectives

Examine the purpose, history, organization, and functions in comprehensive emergency management. Describe state and federal laws and regulations regarding emergency response, including relevant public health law. Discuss the need for coordinating response plans with law enforcement, EMS, hospitals, emergency management, school districts, and all levels of public health. Describe the Public Health role in Incident Command System. Apply learning through participation in a tabletop end-of-course exercise.


Basic Disaster Life Support (BDLS)


Classroom

Description Basic Disaster Life Support, BDLS™ is the didactic component of “National Disaster Life Support (NDLS™)” disaster-preparedness training. It is a review of the all-hazards topics including natural, accidental, and man-made events, traumatic and explosive events, nuclear and radiological events, biological events, and chemical events. Objectives Specifically, as a result of this program healthcare providers will be able to: Recognize indications of a terrorist event or other public health emergency Meet the acute needs of patients, including pediatrics and other vulnerable populations in a safe and appropriate manner Rapidly and effectively alert the public health system of such an event at the community, state, and national level, and; Participate in a coordinated, multidisciplinary response to terrorist events.


Core Disaster Life Support (CDLS)


Classroom

Description The purpose of this course is to prepare the healthcare community to recognize and manage the medical consequences of disasters. CDLS™ focuses on disaster preparedness for first responders and for a broad range of health care providers in the community, including physicians, dentists, nurses, pharmacists, veterinarians, allied health providers, public health agencies, laboratory technicians, and law enforcement personnel, as well as city officials and planners. Objectives Specifically, as a result of this program healthcare providers will be able to: Recognize indications of a terrorist event or other public health emergency Meet the acute needs of patients, including pediatrics and other vulnerable populations in a safe and appropriate manner Rapidly and effectively alert the public health system of such an event at the community, state, and national level, and; Participate in a coordinated, multidisciplinary response to terrorist events.


Crisis and Emergency Risk Communications


Classroom

Description What needs to be said to the public during a crisis or emergency, how are we going to get those messages out, and who is going to deliver them? All these questions and more will be answered during this class. The course includes understanding psychological factors, working with the media, roles and responsibilities and developing

skills that are essential as a spokesperson. Objectives Recognize the major health-related threats facing American communities today and in the future. Communicate a deep understanding of the psychology of a crisis to their staffs. Evaluate and strengthen existing crisis emergency risk communication plans. If necessary, design and develop new crisis and emergency risk communication plans for their state or locale. Build the necessary relational infrastructure of partners and stakeholders who will cooperate during emergencies in their state or locales. Conduct preparatory crisis planning and crisis emergency risk communication within a complex array of existing laws and regulations.

Competency 3: Identify and locate the agency emergency response plan (or the pertinent portion of the plan). Title Provider Delivery

Format Principles of Public Health Practice


Classroom


Objectives

Identify and describe the historical origins and legal foundation of public health practice and the functional means of carrying out its work. Identify and describe the current and emerging roles of public health in relation to community residents and other community agencies and partners. Understand the need for public health to recognize and cope with emerging public health threats, new technologies and methods, and evolving policies. Identify and describe the core competencies for preparedness and response, the key organizational functions of preparedness, and the methods of coalition building and functioning.




Classroom


Objectives




Classroom

Description Basic Disaster Life Support, BDLS™ is the didactic component of “National Disaster Life Support (NDLS™)” disaster-preparedness training. It is a review of the all-hazards topics including natural, accidental, and man-made events, traumatic and explosive events, nuclear and radiological events, biological events, and chemical events. Objectives Specifically, as a result of this program healthcare providers will be able to: Recognize indications of a terrorist event or other public health emergency Meet the acute needs of patients, including pediatrics and other vulnerable populations in a safe and appropriate manner Rapidly and effectively alert the public health system of such an event at the community, state, and national level, and; Participate in a coordinated, multidisciplinary response to terrorist events.


Core Disaster Life Support (CDLS)


Classroom

Description The purpose of this course is to prepare the healthcare community to recognize and manage the medical consequences of disasters. CDLS™ focuses on disaster preparedness for first responders and

for a broad range of health care providers in the community, including physicians, dentists, nurses, pharmacists, veterinarians, allied health providers, public health agencies, laboratory technicians, and law enforcement personnel, as well as city officials and planners. Objectives

Specifically, as a result of this program healthcare providers will be able to: Recognize indications of a terrorist event or other public health emergency Meet the acute needs of patients, including pediatrics and other vulnerable populations in a safe and appropriate manner Rapidly and effectively alert the public health system of such an event at the community, state, and national level, and; Participate in a coordinated, multidisciplinary response to terrorist events.




Classroom

Description What needs to be said to the public during a crisis or emergency, how are we going to get those messages out, and who is going to deliver them? All these questions and more will be answered during this class. The course includes understanding psychological factors, working with the media, roles and responsibilities and developing skills that are essential as a spokesperson. Objectives Recognize the major health-related threats facing American communities today and in the future. Communicate a deep understanding of the psychology of a crisis to their staffs. Evaluate and strengthen existing crisis emergency risk communication plans. If necessary, design and develop new crisis and emergency risk communication plans for their state or locale. Build the necessary relational infrastructure of partners and stakeholders who will cooperate during emergencies in their state or locales. Conduct preparatory crisis planning and crisis emergency risk communication within a complex array of existing laws and regulations.

Competency 4: Describe his/her functional role(s) in emergency response and demonstrate his/her role(s) in regular drills.


Format Principles of Emergency Management for Public Health


Classroom


Objectives




Classroom



Competency 5: Demonstrate correct use of all communication equipment used for emergency communication (phone, fax, radio, etc.).


Health Alert Network (HAN) Administrator


Videoconference

Training Description Provides an overview of the website and outlines responsibilities of the HAN Administrator.

Objectives HAN website overview Sending out Health Alerts HAN Policies and Procedures

Title Provider Delivery Format Introduction to Videoconferencing Training


Videoconference/Classroom

Description The purpose of this program is to teach participants how to use DSHS videoconferencing technology for presentations and meetings.

Objectives Understand basic functions of the equipment Understand how to design and conduct training using this technology Practice using the technology to present PowerPoint slides

Competency 6: Describe communication role(s) in emergency response:

• Within the agency using established communication systems

• With the media • With the general public • Personal (with family, neighbors)




Classroom

Description What needs to be said to the public during a crisis or emergency, how are we going to get those messages out, and who is going to deliver them? All these questions and more will be answered during this class. The course includes understanding psychological factors, working with the media, roles and responsibilities and developing skills that are essential as a spokesperson. Objectives

Recognize the major health-related threats facing American communities today and in the future. Communicate a deep understanding of the psychology of a crisis to their staffs. Evaluate and strengthen existing crisis emergency risk communication plans. If necessary, design and develop new crisis and emergency risk communication plans for their state or locale. Build the necessary relational infrastructure of partners and stakeholders who will cooperate during emergencies in their state or locales. Conduct preparatory crisis planning and crisis emergency risk communication within a complex array of existing laws and regulations.


Crisis and Emergency Risk Communications, Abbreviated


Classroom

Description This workshop will focus on the basics of developing a crisis communication plan. In addition, attendees will receive templates, checklists and other planning tools to help them manage a crisis communication situation. The course is designed to provide instruction in the areas of communication preparedness and response in the event of terrorist acts, in addition to other types of infectious disease outbreaks. The course will train individuals using several key modules to plan and respond to a public health crisis. The course includes understanding psychological factors, preparing for the first 48 hours, working with the media, roles and responsibilities, public health and media law, and developing skills as a spokesperson. Objectives To provide training participants with the information and skills necessary to mobilize the resources needed to help steer the community through the challenge of adapting to a biochemical or similar catastrophe.

Competency 7: Identify limits to knowledge and identify key system resources for referring matters that exceed these limits. Title Provider Delivery

Format Public Health Leadership in Disaster Response


Classroom

Description This course is designed to develop leadership skills to augment PH preparedness and response capability.

Objectives Execute response capabilities that support health efforts Work to achieve results through others Implement change throughout the PH emergency response system




Classroom


Objectives Identify and describe the historical origins and legal foundation of public health practice. Identify and describe the current and emerging roles of public health in relation to community. Understand the need for public health to recognize and cope with emerging public health threats. Identify and describe the core competencies.


Crisis/Emergency Risk Communication


Web Based/Self Study

Description

Crisis and emergency risk communication is the attempt by science or public health professionals to provide information that allows an individual, stakeholders, or an entire community to make the best possible decisions during a crisis emergency. Objectives Why organizations must integrate effective risk/crisis communication planning. The nuts and bolts of crisis communications planning. The psychological impact of a public health emergency.

Competency 8: Recognize unusual events that might indicate an emergency and describe appropriate action (e.g., communicate clearly within the chain of command.). Title Provider Delivery

Format Disease Surveillance/Principles of Epidemiology


Classroom

Description Disease reporting and surveillance issues are a major component of Bioterrorism Planning and Preparedness activities. Training is needed to improve awareness and educate health professionals regarding the necessity of disease surveillance. Objectives Discuss the purpose and importance of surveillance. Describe the different types of surveillance. Identify three of the more common surveillance problems. Discuss what is reportable in Texas. Describe the timeframes for reporting. Identify two of the barriers to reporting. Apply knowledge gained during “what is surveillance?” And “disease reporting in Texas” by participating in a disease sorting group exercise. Understand how relationship building benefits a surveillance program.

Discuss the ways in, which relationships can be maintained. Assess the components of an internal system to manage disease reports.




Classroom

Description BDLS™ is the didactic component of “National Disaster Life Support (NDLS™)” disaster-preparedness training. It is a review of the all-hazards topics including natural, accidental, and man-made events, traumatic and explosive events, nuclear and radiological events, biological events, and chemical events. Objectives Recognize indications of a terrorist event or other public health emergency; Meet the acute needs of patients, including pediatrics and other vulnerable populations in a safe and appropriate manner; Rapidly and effectively alert the public health system of such an event at the community, state, and national level, and Participate in a coordinated, multidisciplinary response to terrorist events.

Competency 9: Apply creative problem solving and flexible thinking to unusual challenges within his/her functional responsibilities and evaluate effectiveness of all actions taken. Title Provider Delivery

Format

Public Health Leadership in Disaster Response


Classroom

Description This course is designed to develop leadership skills to augment PH preparedness and response capability.

Objectives Lead strategically in response to BT threat Execute response capabilities that support health efforts Work to achieve results through others Implement change throughout the PH emergency response system

The following courses were developed by academic institutions in the state of Texas. These courses have not necessarily been reviewed by DSHS. Competency 1: Describe the public health role in emergency response in a range of emergencies that might arise. (e.g., “This department provides surveillance, investigation in public information in disease outbreaks and collaborates with other agencies in biological, environmental, and weather emergencies.”)


Texas Training Initiative for Emergency Response (T-TIER) PHPM-645-100 Critical Issues in Health policy

Texas A&M University School of Rural Public Health

Classroom

Description

The T-TIER curriculum provides the target audience with the knowledge and skills needed to plan, respond and deploy effectively to bioterrorism, infectious disease outbreaks, or other public health threats and emergencies. It is designed with competencies paralleling the critical benchmarks of emergency preparedness as identified by the CDC. Course Topics include: Role of Public Health Biological and Chemical Agents Working with the Media Role of the FBI Hospital Preparedness Health Alert Network Surveillance and Epidemiology Outbreak Investigation Infection Control Practices Personal Protective Equipment Strategic National Stockpile Objectives

The PHPM 645-100 Critical Issues in Health Policy: Texas Training Initiative for Emergency Response (T-TIER) curriculum consists of didactic classroom activities and interactive training sessions. Guest speakers with real world expertise will conduct presentations in core areas of emergency planning and response. Students will actively participate in lectures, discussions, team projects, role-playing scenarios covering the core competencies of public health preparedness and response to biological threats. A culminating tabletop experience lead in partnership with the National Emergency Response and Rescue Training Center (NERRTC) will allow participation in a simulated emergency response situation considering multidisciplinary approaches to planning and preparedness.

Registration Information http://www.srph.tamhsc.edu/

Competency 2: Describe the chain of command in emergency response. Title Provider Delivery

Format Texas Training Initiative for Emergency Response (T-TIER) PHPM-645-100 Critical Issues in Health Policy

Texas A&M University, School of Rural Public Health

Classroom

Description The T-TIER curriculum provides the target audience with the knowledge and skills needed to plan, respond and deploy effectively to bioterrorism, infectious disease outbreaks, or other public health threats and emergencies. It is designed with competencies paralleling the critical benchmarks of emergency preparedness as identified by the CDC. Course Topics include: Role of Public Health Biological and Chemical Agents Working with the Media Role of the FBI Hospital Preparedness Health Alert Network Surveillance and Epidemiology Outbreak Investigation Infection Control Practices Personal Protective Equipment Strategic National Stockpile Objectives The PHPM 645-100 Critical Issues in Health Policy: Texas Training Initiative for Emergency Response (T-TIER) curriculum consists of didactic classroom activities and interactive training sessions. Guest speakers with real world expertise will conduct presentations in core

areas of emergency planning and response. Students will actively participate in lectures, discussions, team projects, role-playing scenarios covering the core competencies of public health preparedness and response to biological threats. A culminating tabletop experience lead in partnership with the National Emergency Response and Rescue Training Center (NERRTC) will allow participation in a simulated emergency response situation considering multidisciplinary approaches to planning and preparedness. Registration Information http://www.srph.tamhsc.edu/




Classroom

Description The T-TIER curriculum provides the target audience with the knowledge and skills needed to plan, respond and deploy effectively to bioterrorism, infectious disease outbreaks, or other public health threats and emergencies. It is designed with competencies paralleling the critical benchmarks of emergency preparedness as identified by the CDC. Course Topics include: Role of Public Health Biological and Chemical Agents Working with the Media Role of the FBI Hospital Preparedness Health Alert Network Surveillance and Epidemiology Outbreak Investigation Infection Control Practices

Personal Protective Equipment Strategic National Stockpile Objectives The PHPM 645-100 Critical Issues in Health Policy: Texas Training Initiative for Emergency Response (T-TIER) curriculum consists of didactic classroom activities and interactive training sessions. Guest speakers with real world expertise will conduct presentations in core areas of emergency planning and response. Students will actively participate in lectures, discussions, team projects, role-playing scenarios covering the core competencies of public health preparedness and response to biological threats. A culminating tabletop experience lead in partnership with the National Emergency Response and Rescue Training Center (NERRTC) will allow participation in a simulated emergency response situation considering multidisciplinary approaches to planning and preparedness. Registration Information http://www.srph.tamhsc.edu/

Competency 4: Describe his/her functional role(s) in emergency response and demonstrate his/her role(s) in regular drills. Title Provider Delivery

Format State Assessment & Strategy Development Course

Texas Engineering Extension Service (TEEX)

Classroom

Description This session trains presenters to instruct jurisdictions in completing the jurisdiction assessment process, which includes the ability to conduct assessments and develop a comprehensive homeland security strategy. Objectives Organize jurisdictional working groups Analyze state instructions and the Jurisdiction Assessment Handbook Successfully complete the Threat and Vulnerability Assessments

Registration Information

http://teexweb.tamu.edu/


State Assessment & Strategy Development Course – Phase II


Classroom

Description This session trains presenters to instruct jurisdictions in completing the jurisdiction assessment process, which includes the ability to conduct assessments and develop a comprehensive homeland security strategy. Objectives Organize jurisdictional working groups Analyze state instructions and the Jurisdiction Assessment Handbook Successfully complete the Threat and Vulnerability Assessments (Risk Assessment) Use the Risk Assessment to develop planning factors Complete the Assessment of Mutual Aid and Response Team Capabilities Develop Current and Desired Response levels (Capabilities Assessment) Analyze Tasks by Discipline Determine requirements and current levels in the solution areas of planning, organizations, equipment, training, and exercises (Needs Assessment) Registration Information http://teexweb.tamu.edu/


Threat & Risk Assessment Course


Classroom

Description This course trains key response personnel who are required to prevent, mitigate, manage, and/or resolve a WMD/terrorism incident. Participant’s learning occurs in multidiscipline teams. The course delivery methodology consists of lectures, small group discussions, participant activities, multimedia scenarios, and the conduct of vulnerability assessments for facilities, sites, and infrastructure selected by the host jurisdiction. Learning activities focus on the Office for Domestic Preparedness (ODP) – State Homeland Security Assessment and Strategy (SHSAS) Program’s jurisdiction assessments, i.e., risk capabilities, and needs. Objectives Upon completion of this course, teams will be able to conduct comprehensive WMD/terrorism risk (threat and vulnerability), capabilities, and needs (planning, organization, equipment, training, and exercises) assessments. Registration Information http://teexweb.tamu.edu/


Enhanced Threat & Risk Assessment Course


Classroom

Description The Enhanced Threat & Risk Assessment Course (ET&RA) will enhance the process taught in the current DHS/ODP Threat & Risk Assessment Course (T&RA). The participants will conduct a more detailed assessment of the methods for CBRNE delivery against the jurisdiction’s potential targets, and apply systematic process to assess selected infrastructure, facilities, systems, and special events for methods to prevent, reduce, and/or mitigate vulnerabilities. Objectives This course provides managers of emergency responders enhanced skills to conduct a comprehensive assessment of the critical vulnerabilities in the jurisdiction and develop an action plan to prevent, reduce, and/or mitigate the potential damage from a

WMD/terrorism incident. Registration Information http://teexweb.tamu.edu/




Classroom

Description The T-TIER curriculum provides the target audience with the knowledge and skills needed to plan, respond and deploy effectively to bioterrorism, infectious disease outbreaks, or other public health threats and emergencies. It is designed with competencies paralleling the critical benchmarks of emergency preparedness as identified by the CDC. Course Topics include: Role of Public Health Biological and Chemical Agents Working with the Media Role of the FBI Hospital Preparedness Health Alert Network Surveillance and Epidemiology Outbreak Investigation Infection Control Practices Personal Protective Equipment Strategic National Stockpile Objectives The PHPM 645-100 Critical Issues in Health Policy: Texas Training Initiative for Emergency Response (T-TIER) curriculum consists of didactic classroom activities and interactive training sessions. Guest speakers with real world expertise will conduct presentations in core areas of emergency planning and response. Students will actively participate in lectures, discussions, team projects, role-playing scenarios covering the core competencies of public health

preparedness and response to biological threats. A culminating tabletop experience lead in partnership with the National Emergency Response and Rescue Training Center (NERRTC) will allow participation in a simulated emergency response situation considering multidisciplinary approaches to planning and preparedness. Registration Information http://www.srph.tamhsc.edu/

Competency 5: Demonstrate correct use of all communication equipment used for emergency communication (phone, fax, radio, etc.). Title Provider Delivery



Classroom

Description The T-TIER curriculum provides the target audience with the knowledge and skills needed to plan, respond and deploy effectively to bioterrorism, infectious disease outbreaks, or other public health threats and emergencies. It is designed with competencies paralleling the critical benchmarks of emergency preparedness as identified by the CDC. Course Topics include: Role of Public Health Biological and Chemical Agents Working with the Media Role of the FBI Hospital Preparedness Health Alert Network Surveillance and Epidemiology Outbreak Investigation Infection Control Practices Personal Protective Equipment Strategic National Stockpile

Objectives The PHPM 645-100 Critical Issues in Health Policy: Texas Training Initiative for Emergency Response (T-TIER) curriculum consists of didactic classroom activities and interactive training sessions. Guest speakers with real world expertise will conduct presentations in core areas of emergency planning and response. Students will actively participate in lectures, discussions, team projects, role-playing scenarios covering the core competencies of public health preparedness and response to biological threats. A culminating tabletop experience lead in partnership with the National Emergency Response and Rescue Training Center (NERRTC) will allow participation in a simulated emergency response situation considering multidisciplinary approaches to planning and preparedness. Registration Information http://www.srph.tamhsc.edu/

Competency 6: Describe communication role(s) in emergency response:




Texas Training Initiative for Emergency Response (T-TIER) PHPM-645-100 Critical Issues in Health Policy


Classroom

Description

The T-TIER curriculum provides the target audience with the knowledge and skills needed to plan, respond and deploy effectively to bioterrorism, infectious disease outbreaks, or other public health threats and emergencies. It is designed with competencies paralleling the critical benchmarks of emergency preparedness as identified by the CDC. Course Topics include: Role of Public Health Biological and Chemical Agents Working with the Media Role of the FBI Hospital Preparedness Health Alert Network Surveillance and Epidemiology Outbreak Investigation Infection Control Practices Personal Protective Equipment Strategic National Stockpile Objectives The PHPM 645-100 Critical Issues in Health Policy: Texas Training Initiative for Emergency Response (T-TIER) curriculum consists of didactic classroom activities and interactive training sessions. Guest speakers with real world expertise will conduct presentations in core areas of emergency planning and response. Students will actively participate in lectures, discussions, team projects, role-playing scenarios covering the core competencies of public health preparedness and response to biological threats. A culminating tabletop experience lead in partnership with the National Emergency Response and Rescue Training Center (NERRTC) will allow participation in a simulated emergency response situation considering multidisciplinary approaches to planning and preparedness. Registration Information http://www.srph.tamhsc.edu/

The following courses were developed by federal agencies and academic institutions and private organizations in other states. These courses have not been reviewed by DSHS.

Competency 1: Describe the public health role in emergency response in a range of emergencies that might arise. (e.g., “This department provides surveillance, investigation in public information in disease outbreaks and collaborates with other agencies in biological, environmental, and weather emergencies.”)


Incident Command Systems for Public Health

North Carolina Center for Public Health Preparedness (NCCPHP)

Web Based

Description This presentation by Martha Salyers, MD, MPH, Public Health Regional Surveillance Team 6, gives you an overview of the Incident Command System, it's history, structure and application to Public Health. These learning modules are applicable to all public health, medical, veterinary, pharmacy, emergency management, hospital and other professionals interested in public health preparedness. These modules are created by faculty and guest lecturers at the UNC-CH School of Public Health and are equivalent to graduate level content. Objectives Define Integrated Emergency Management System (IEMS). Define Incident Command System (ICS). Discuss ICS history and structure. Explore applications of ICS to Public Health.

Registration Information www.sph.unc.edu/nccphp/training/all_trainings/at_ics.htm


Incident Management System: The Public Health Role

University of Minnesota Center for Public Health Preparedness, School of Public Health

Web Based

http://www.sph.unc.edu/nccphp/training/all_trainings/at_ics.htm

Description By understanding their own role in Incident Management System, public health professionals will be better prepared to lead and participate in their agency's response to crisis situations where interaction with other local, state and federal partners is crucial.

Objectives At the end of this module, participants will be able to: List the elements of an effective Incident Management System, Describe the various roles of those involved in Incident Management, Describe the potential roles of the public health professional in Incident Management, Apply principles of Incident Management to a designated public health scenario, Describe how public health roles in Incident Management System might be utilized within their own agency. Registration Information http://www.umncphp.umn.edu/courses.html


Basic Incident Command System

Federal Emergency Management Agency, Emergency Management Institute

Web Based

Description This Independent Study course provides a general introduction to the Incident Command System (ICS) for individuals who have emergency response duties. It is designed as a multidiscipline course with various incident scenarios and activities. Objectives Units of study include: 1. Introduction to the Incident Command System (ICS); 2. The ICS Orientation, Incident Facilities; 3. Incident Resource Management; and, 4. Incident Command System Assignments.

Registration Information This course can be downloaded from the Independent Study Web

site (http://training.fema.gov/EMIWeb/IS/) and the test can be completed and submitted online. This course has a Web-interactive version (CBT) available from this Web site.


Smallpox Vaccine Storage and Handling

Centers for Disease Control and Prevention (CDC)

Web Based

Description The purpose of this course is to ensure that healthcare providers properly store, handle, and ship smallpox vaccine. By maintaining the cold chain, providers can be confident that the vaccine retains its potency and the expense of wasted vaccine caused by improper storage and handling practices is reduced. Objectives

Explain when laboratory testing is indicated. Describe types of diagnostic tests available. List the types of specimens for specific tests. Describe how specimens should be collected, handled, and transported. Describe safety practices for the lab.

Registration Information http://www2.cdc.gov/nip/isd/spoxvsh/launch1.html


What Is Public Health Administration?

The Illinois Public Health Preparedness Center, UIC School of Public Health

Web Based

Description

The Public Health Administration course series (PH 451-457) provides a comprehensive introduction to public health management and administration. Case studies and a variety of practice-related exercises serve as a basis for learner participation in real world public health problem-solving simulations. The various components of these courses aim to stimulate interactions among learners and instructors around important problems and issues facing public health. Since computers and the Internet's World Wide Web are now basic tools for public health practitioners, these courses also seek to foster and enhance skills related to the use of technology for accessing and using information and communicating with colleagues.

Objectives

http://www2.cdc.gov/nip/isd/spoxvsh/launch1.html

Through these courses the learner will acquire basic knowledge, attitudes and skills that are important for public health practice. The series is designed to enhance specific competencies. As a result, learners will be proficient in:

• describing public health administration, including its unique and important features, to general audiences (PH 451-What is Public Health Administration?)

• analyzing the fundamental structure and operation of public health organizations, including their workforce, legal basis, ethical foundations, and performance characteristics (PH 452-Public Health Organizations)

• applying principles of public health information systems to identifying and addressing problems and challenges facing public health organizations (PH 453-Information Management)

• applying principles of public health management and administration to identifying and addressing community health problems and priorities (PH 454-Community Applications)

• applying principles and tools of resource management, including human and financial resource management, to identifying and addressing problems facing public health organizations (PH 455-Resource Management)

• applying principles of effective marketing and communications to identifying and addressing problems facing public health organizations (PH 456-Communications and Marketing)

• applying principles of effective leadership in order to create a shared vision within a public health organization and foster partnerships that maximize achievement of public health goals (PH 457-Public Health Leadership)

Registration Information http://www.uic.edu/sph/prepare/


Public Health Leadership


Web Based

Description


The complete series consists of independent courses. Learners work at their own pace and can take any individual course or combination of courses. Instructors are continuously available to monitor learner progress, provide feedback, evaluate submissions, and verify completion of courses. Course participants must individually arrange for Internet access and ensure that they have the appropriate computer hardware and software capabilities. The method of instruction emphasizes understanding of the basic concepts through active learner participation in a variety of computer-mediated activities and interactions. Material presented in the various courses is linked to the readings and other course resources. Objectives



What Is Public Health Preparedness Response?


Web Based

Description This course is part of the Public Health Emergency Preparedness and Response (PH 460) course series. These courses can be taken separately and in any sequence desired. The overall PH 460 series provides an introduction to public health emergency preparedness and response by examining the purpose, history, organization, functions, tools, activities and results. Case studies and a variety of practice-related exercises serve as a basis for learner participation in real world public health problem-solving simulations. The various components of these courses serve to stimulate interactions among learners and instructors around important problems and issues facing public health. Since computers and the Internet's World Wide Web are now basic tools for public health practitioners, these courses also seek to foster and enhance skills related to the use of technology for accessing and using information and for communicating with colleagues. Objectives

After completing PH 461, learners will be proficient in describing the public health role, and their own level of participation, in emergency responses for a range of contingencies that might arise. Key aspects of this competency expectation include:

• differentiating among different types of public health emergencies and disasters, their definitions and the terminology related to them

• identifying the main characteristics of the principal natural disasters and their effects

• explaining the concepts of vulnerability, risk, disaster prevention, and the links to longer term effects

• describing why emergencies and disasters are a problem for which the public health system must be an integral participant across a range of disaster activities

• describing the role and responsibilities of public health professionals in emergency preparedness and response

• identifying how and where to locate the agency emergency response plan (or the pertinent portions of the plan)

• describing how the chain of command and communication strategies function in emergency response



Bioterrorism Preparedness and Response


Web Based

Description The Public Health Emergency Preparedness and Response course series (PH 461-467) provides a comprehensive introduction to the public health emergency preparedness and response, including bioterrorism events and threats. Case studies and a variety of practice-related exercises serve as a basis for learner participation in real world public health problem-solving simulations. The various components of these courses aim to stimulate interactions among learners and instructors around important problems and issues facing public health. Since computers and the Internet's World Wide Web are now basic tools for public health practitioners, these courses also seek to foster and enhance skills related to the use of technology for accessing and using information and communicating with colleagues. The complete series consists of independent courses. Learners work at their own pace and can take any individual course or combination of courses. Instructors are continuously available to monitor learner progress, provide feedback, evaluate submissions, and verify completion of courses. Course participants must individually arrange for Internet access and ensure that they have the appropriate computer hardware and software capabilities. The method of instruction emphasizes understanding of the basic concepts through active learner participation in a variety of computer-mediated activities and interactions. Material presented in the various courses is linked to the readings and other course resources. Objectives


• describing public health roles in emergency and disaster preparedness and response activities (PH 461 - What is Public Health Emergency Preparedness and Response?)

• participating in bioterrorism-related public health preparedness and response activities (PH 462 - Bioterrorism Preparedness)

• applying principles and tools of emergency and disaster planning to public health emergencies, including bioterrorism events and threats (PH 463 - Public Health Preparedness Planning)

• applying principles and tools of emergency and disaster response management to public health emergencies, including bioterrorism events and threats (PH 464 - Public Health Emergency Response)

• applying principles and tools of surveillance and assessment to public health emergencies, including bioterrorism events and threats (PH 465 - Assessment and Surveillance in Public Health Emergencies)

• applying principles and tools recovery, reconstruction and evaluation to public health emergencies, including bioterrorism events and threats (PH 466 - Recovery, Reconstruction and Evaluation for Public Health Emergencies)

• applying risk communication principles and tools to public health emergencies, including bioterrorism events and threats (PH 467 - Risk Communication in Public Health Emergencies)



Format

Public Health Preparedness and Response Training


Web Based

Description

The Public Health Emergency Preparedness and Response course series (PH 461-467) provides a comprehensive introduction to the public health emergency preparedness and response, including bioterrorism events and threats. Case studies and a variety of practice-related exercises serve as a basis for learner participation in real world public health problem-solving simulations. The various components of these courses aim to stimulate interactions among learners and instructors around important problems and issues facing public health. Since computers and the Internet's World Wide Web are now basic tools for public health practitioners, these courses also seek to foster and enhance skills related to the use of technology for accessing and using information and communicating with colleagues.

The complete series consists of independent courses. Learners work at their own pace and can take any individual course or combination of courses. Instructors are continuously available to monitor learner progress, provide feedback, evaluate submissions, and verify completion of courses. Course participants must individually arrange for Internet access and ensure that they have the appropriate computer hardware and software capabilities. The method of instruction emphasizes understanding of the basic concepts through active learner participation in a variety of computer-mediated activities and interactions. Material presented in the various courses is linked to the readings and other course resources.

Objectives










Competency 2: Describe the chain of command in emergency response.


Format Basic Incident Command System


Web Based


Registration Information This course can be downloaded from the Independent Study Web site (http://training.fema.gov/EMIWeb/IS/) and the test can be completed and submitted online. This course has a Web-interactive version (CBT) available from this Web site.


Format Incident Management System: The Public Health Role


Web Based


Objectives

At the end of this module, participants will be able to: List the elements of an effective Incident Management System, Describe the various roles of those involved in Incident Management, Describe the potential roles of the public health professional in Incident Management, Apply principles of Incident Management to a designated public health scenario, Describe how public health roles in Incident Management System might be utilized within their own agency. Registration Information http://www.umncphp.umn.edu/courses.html


Format Incident Command Systems for Public Health


Web Based

Description This presentation by Martha Salyers, MD, MPH, Public Health Regional Surveillance Team 6, gives you an overview of the Incident Command System, it's history, structure and application to Public Health. These learning modules are applicable to all public health, medical, veterinary, pharmacy, emergency management, hospital and other professionals interested in public health preparedness. These modules are created by faculty and guest lecturers at the UNC-CH School of Public Health and are equivalent to graduate level content. Objectives Define Integrated Emergency Management System (IEMS). Define Incident Command System (ICS). Discuss ICS history and structure. Explore applications of ICS to Public Health.




Format Crisis Leadership: Leadership at the Speed of Light


Web Based

Description This presentation by Donna Dinkin, MPH, gives you an overview of crisis leadership and gives public health workers a framework to use in preparing to respond to a crisis. These learning modules are applicable to all public health, medical, veterinary, pharmacy, emergency management, hospital and other professionals interested in public health preparedness. These modules are created by faculty and guest lecturers at the UNC-CH School of Public Health and are equivalent to graduate level content. Objectives Identify three ways that crisis leadership is different from crisis management. Describe at least three skills, or competencies, needed by a Crisis Leader. Identify critical components of a crisis preparedness framework. Registration Information www.sph.unc.edu/nccphp/training/all_trainings/at_biot_lead.htm


Format Incident Command Systems (ICS) for Public Health


Web Based

Description This presentation by Martha Salyers, MD, MPH, Public Health Regional Surveillance Team 6, gives you an overview of the Incident Command System, it's history, structure and application to Public Health. These learning modules are applicable to all public health, medical,

http://www.sph.unc.edu/nccphp/training/all_trainings/at_biot_lead.htm

veterinary, pharmacy, emergency management, hospital and other professionals interested in public health preparedness. These modules are created by faculty and guest lecturers at the UNC-CH School of Public Health and are equivalent to graduate level content. Objectives Define Integrated Emergency Management System (IEMS). Define Incident Command System (ICS). Discuss ICS history and structure. Explore applications of ICS to Public Health.





Web Based







Web Based

Description

The Public Health Emergency Preparedness and Response course series (PH 461-467) provides a comprehensive introduction to the public health emergency preparedness and response, including bioterrorism events and threats. Case studies and a variety of practice-related exercises serve as a basis for learner participation in real world public health problem-solving simulations. The various components of these courses aim to stimulate interactions among learners and instructors around important problems and issues facing public health. Since computers and the Internet's World Wide Web are now basic tools for public health practitioners, these courses also seek to foster and enhance skills related to the use of technology for accessing and using information and communicating with colleagues. The complete series consists of independent courses. Learners work at their own pace and can take any individual course or combination of courses. Instructors are continuously available to monitor learner progress, provide feedback, evaluate submissions, and verify completion of courses. Course participants must individually arrange for Internet access and ensure that they have the appropriate computer hardware and software capabilities. The method of instruction emphasizes understanding of the basic concepts through active learner participation in a variety of computer-mediated activities and interactions. Material presented in the various courses is linked to the readings and other course resources.

Objectives











Public Health Preparedness and Response Training


Web Based

Description

The Public Health Emergency Preparedness and Response course series (PH 461-467) provides a comprehensive introduction to the public health emergency preparedness and response, including bioterrorism events and threats. Case studies and a variety of practice-related exercises serve as a basis for learner participation in real world public health problem-solving simulations. The various components of these courses aim to stimulate interactions among learners and instructors around important problems and issues facing public health. Since computers and the Internet's World Wide Web are now basic tools for public health practitioners, these courses also seek to foster and enhance skills related to the use of technology for accessing and using information and communicating with colleagues.

The complete series consists of independent courses. Learners work at their own pace and can take any individual course or combination of courses. Instructors are continuously available to monitor learner progress, provide feedback, evaluate submissions, and verify completion of courses. Course participants must individually arrange for Internet access and ensure that they have the appropriate computer hardware and software capabilities. The method of instruction emphasizes understanding of the basic concepts through active learner participation in a variety of computer-mediated activities and interactions. Material presented in the various courses is linked to the readings and other course resources.

Objectives











Format

National Incident Management System (NIMS), An Introduction IS-700


Web Based

Description

On February 28, 2003, President Bush issued Homeland Security Presidential Directive-5. HSPD-5 directed the Secretary of Homeland Security to develop and administer a National Incident Management System (NIMS). NIMS provides a consistent nationwide template to enable all government, private-sector, and nongovernmental organizations to work together during domestic incidents. You can also find information about NIMS at http://www.fema.gov/nims/

This course introduces NIMS and takes approximately three hours to complete. It explains the purpose, principles, key components and benefits of NIMS. The course also contains "Planning Activity" screens giving you an opportunity to complete some planning tasks during this course. The planning activity screens are printable so that you can use them after you complete the course.

Objectives

What will I be able to do when I finish this course?

• Describe the key concepts and principles underlying NIMS. • Identify the benefits of using ICS as the national incident management model. • Describe when it is appropriate to institute an Area Command. • Describe when it is appropriate to institute a Multiagency Coordination System. • Describe the benefits of using a Joint Information System (JIS) for public information. • Identify the ways in which NIMS affects preparedness. • Describe how NIMS affects how resources are managed. • Describe the advantages of common communication and information management systems. • Explain how NIMS influences technology and technology systems. • Describe the purpose of the NIMS Integration Center

Registration Information http://www.fema.gov/nims/

http://www.fema.gov/nims/





Web Based






Web Based

Description

By understanding their own role in Incident Management System, public health professionals will be better prepared to lead and participate in their agency's response to crisis situations where interaction with other local, state and federal partners is crucial.





Web Based

Description This presentation by Martha Salyers, MD, MPH, Public Health Regional Surveillance Team 6, gives you an overview of the Incident Command System, it's history, structure and application to Public Health. These learning modules are applicable to all public health, medical, veterinary, pharmacy, emergency management, hospital and other professionals interested in public health preparedness. These modules are created by faculty and guest lecturers at the UNC-CH School of Public Health and are equivalent to graduate level content. Objectives

Define Integrated Emergency Management System (IEMS). Define Incident Command System (ICS). Discuss ICS history and structure. Explore applications of ICS to Public Health.



Format What Is Public Health Preparedness Response?


Web Based





Format National Incident Management System (NIMS), An Introduction IS-700


Web Based

Description

On February 28, 2003, President Bush issued Homeland Security Presidential Directive-5. HSPD-5 directed the Secretary of Homeland Security to develop and administer a National Incident Management System (NIMS). NIMS provides a consistent nationwide template to enable all government, private-sector, and nongovernmental organizations to work together during domestic incidents. You can also find information about NIMS at http://www.fema.gov/nims/

This course introduces NIMS and takes approximately three hours to complete. It explains the purpose, principles, key components and benefits of NIMS. The course also contains "Planning Activity" screens giving you an opportunity to complete some planning tasks during this course. The planning activity screens are printable so that you can use them after you complete the course.

Objectives


What will I be able to do when I finish this course?

• Describe the key concepts and principles underlying NIMS. • Identify the benefits of using ICS as the national incident management model. • Describe when it is appropriate to institute an Area Command. • Describe when it is appropriate to institute a Multiagency Coordination System. • Describe the benefits of using a Joint Information System (JIS) for public information. • Identify the ways in which NIMS affects preparedness. • Describe how NIMS affects how resources are managed. • Describe the advantages of common communication and information management systems. • Explain how NIMS influences technology and technology systems. • Describe the purpose of the NIMS Integration Center

Registration Information http://www.fema.gov/nims/

Competency 4: Describe his/her functional role(s) in emergency response and demonstrate his/her role(s) in regular drills. Title Provider Delivery



Web Based




Format




Web Based






Web Based

Description This presentation by Martha Salyers, MD, MPH, Public Health Regional Surveillance Team 6, gives you an overview of the Incident Command System, its history, structure and application to Public Health. These learning modules are applicable to all public health, medical, veterinary, pharmacy, emergency management, hospital and other professionals interested in public health preparedness. These modules are created by faculty and guest lecturers at the UNC-CH School of Public Health and are equivalent to graduate level content. Objectives

Define Integrated Emergency Management System (IEMS). Define Incident Command System (ICS). Discuss ICS history and structure. Explore applications of ICS to Public Health.



Format Introduction to Community Emergency Response Teams (CERT)


Web Based

Description This is an independent study course that serves as an introduction to CERT for those wanting to complete training or as a refresher for current team members. It takes between six and eight hours to complete the course. Those successfully finishing it will receive a certification of completion and .8 CEU’s from the Independent Study Office. Objectives The topics for this course include: CERT Basics Fire Safety Hazardous Materials Terrorist Incidents Disaster Medical Operations Search and Rescue

Registration Information http://www.training.fema.gov/emiweb/IS/is317.asp



Incident Command Systems (ICS) for Public Health


Web Based

Description This presentation by Martha Salyers, MD, MPH, Public Health Regional Surveillance Team 6, gives you an overview of the Incident Command System, it's history, structure and application to Public Health. These learning modules are applicable to all public health, medical, veterinary, pharmacy, emergency management, hospital and other professionals interested in public health preparedness. These modules are created by faculty and guest lecturers at the UNC-CH School of Public Health and are equivalent to graduate level content. Objectives Define Integrated Emergency Management System (IEMS). Define Incident Command System (ICS). Discuss ICS history and structure. Explore applications of ICS to Public Health





Web Based

Description By understanding their own role in Incident Management System, public health professionals will be better prepared to lead and participate in their agency's response to crisis situations where interaction with other local, state and federal partners is crucial. Objectives


At the end of this module, participants will be able to: List the elements of an effective Incident Management System, Describe the various roles of those involved in Incident Management, Describe the potential roles of the public health professional in Incident Management, Apply principles of Incident Management to a designated public health scenario, Describe how public health roles in Incident Management System might be utilized within their own agency. Registration Information http://www.umncphp.umn.edu/courses.html




Web Based

Description


Objectives





Web Based



Competency 5: Demonstrate correct use of all communication equipment used for emergency communication (phone, fax, radio, etc.). Competency 6: Describe communication role(s) in emergency response:






Web Based

Description

Objectives










Competency 7: Identify limits to knowledge and identify key system resources for referring matters that exceed these limits.

Competency 8: Recognize unusual events that might indicate an emergency and describe appropriate action (e.g., communicate clearly within the chain of command.). Title Provider Delivery

Format Infectious Disease Surveillance and Outbreak Investigation Using Geographic Information Systems


Web Based

Description

This presentation by Dionne Law, PhD, Spatial Epidemiology Research Associate, Department of Epidemiology, University of North Carolina at Chapel Hill, gives the viewer an introduction to the use of geographic information systems (GIS) for infectious diseases surveillance and outbreak investigation.

Objectives

Understand basic GIS terminology and mechanics

Understand the application of GIS to disease surveillance and outbreak control

Understand how GIS might be applied to future disease surveillance and outbreak investigations Registration Information http://www.sph.unc.edu/nccphp/training/gis_inf_dis/certificate.htm


Format Introduction to Geographic Information Systems (GIS)


Web Based

Description

This presentation by Dionne Law, PhD, Spatial Epidemiology Research Associate, Department of Epidemiology, University of North Carolina at Chapel Hill, gives the viewer an introduction to geographic information systems (GIS).

Objectives

Understand basic GIS terminology and mechanics

Introduce simple GIS techniques for spatial analysis of public health questions

Be aware of some of the limitations of GIS

Registration Information http://www.sph.unc.edu/nccphp/training/gis/certificate.htm


Format Smallpox: What Every Clinician Should Know


Web Based

Description

The purpose of this course is to provide clinicians with information on the virology, epidemiology, clinical features, and diagnosis of smallpox; the characteristics and use of smallpox vaccine; and proper management of smallpox vaccine recipients.

The activity is based on a satellite broadcast that was produced by the National Immunization Program (NIP) and the Public Health Training Network (PHTN) of the Centers for Disease Control and Prevention (CDC). The broadcast first aired on December 13, 2001. It was updated April 16, 2003 to reflect changes in recommendations. This activity has been developed to provide clinicians with access to training materials in a variety of media.

Objectives After completing this activity participants will be able to:

• Describe the clinical characteristics of smallpox.

• Differentiate between smallpox and other rash illnesses.

• Describe the indications for smallpox vaccine.

• Describe the components of the smallpox response plan.

Registration Information http://www.bt.cdc.gov/training/index.asp


Bioterrorism Agents: Plague


Web Based

Description

This course is presented online in 7 lessons covering the various topics healthcare providers need to understand in order to recognize plague, determine whether or not it is possible bioterrorism and respond appropriately. The participants will finish with a self-assessment module that will allow them to review the information with simulation-like questions that would mimic real-world experiences.

Objectives

All course participants will be taught about the natural epidemiology of plague and how to diagnose it, how to recognize possible bioterrorist plague, how to manage plague cases in contained casualty and mass casualty situations. Veterinarians will be taught how to diagnose and treat plague in animals and how animal cases could signal a bioterrorist attack of plague. Registration Information http://www.phppo.cdc.gov/PHTNOnline/registration/detailpage.asp?res_id=964


Establishing Safety Surveillance for Smallpox Vaccine


Web Based

Description This course was originally developed by the CDC and the World Health Organization for use in the training of smallpox response teams. These presentations are being shared to assist planners and first responders in preparing for the possibility of the use of smallpox as a bioterrorist weapon. Objectives Recognize unusual events that might indicate an emergency and describe appropriate action to activate response plan.

Registration Information http://www.cdc.gov/phtrain/


Format Forensic Epidemiology: Part 1


Web Based

Description This presentation by Pia MacDonald, PhD, MPH, Assistant Research Professor in the Department of Epidemiology at the University of North Carolina at Chapel Hill, and Project Director of the Center for Public Health Preparedness and Sally Mountcastle, MSPH, PhD candidate in the Department of Epidemiology at the University of North Carolina at Chapel Hill will give you an overview of both Epidemiology and Forensic Epidemiology. Objectives

Define Epidemiology and understand ways in which it has, and continues to be used in public health.

Define Forensic Epidemiology; understand why discipline began, direction it is going, and challenges it faces.

Understand public health's role in investigating natural outbreaks of disease and that certain unusual or unnatural findings in an investigation may suggest intentional criminal actions.

Registration Information http://www.sph.unc.edu/nccphp/training/training_list/t_forensic.htm


Format Forensic Epidemiology: Part 2


Web Based

Description This presentation by Pia MacDonald, PhD, MPH, Assistant Research Professor in the Department of Epidemiology at the University of North Carolina at Chapel Hill, and Project Director of the Center for Public Health Preparedness and Sally Mountcastle, MSPH, PhD candidate in the Department of Epidemiology at the University of North Carolina at Chapel Hill will give you an overview of both Epidemiology and Forensic Epidemiology. Objectives

Understand the goals of public health and law enforcement officials and how these goals influence their investigations

Understand differences between a law enforcement investigation and a public health investigation

Registration Information http://www.sph.unc.edu/nccphp/training/training_list/t_forensic.htm

Competency 9: Apply creative problem solving and flexible thinking to unusual challenges within his/her functional responsibilities and evaluate effectiveness of all actions taken.


Crisis Leadership: Leadership at the Speed of Light


Web Based

Description

This presentation by Donna Dinkin, MPH, gives you an overview of crisis leadership and gives public health workers a framework to use in preparing to respond to a crisis. These learning modules are applicable to all public health, medical, veterinary, pharmacy, emergency management, hospital and other professionals interested in public health preparedness. These modules are created by faculty and guest lecturers at the UNC-CH School of Public Health and are equivalent to graduate level content.

Objectives Identify three ways that crisis leadership is different from crisis management. Describe at least three skills, or competencies, needed by a Crisis Leader. Identify critical components of a crisis preparedness framework. Registration Information www.sph.unc.edu/nccphp/training/all_trainings/at_biot_lead.htm




Web Based




http://www.sph.unc.edu/nccphp/training/all_trainings/at_biot_lead.htm



Web Based

Description

Objectives













Web Based

Description

This course is part of the Public Health Emergency Preparedness and Response (PH 460) course series. These courses can be taken separately and in any sequence desired. The overall PH 460 series provides an introduction to public health emergency preparedness and response by examining the purpose, history, organization, functions, tools, activities and results. Case studies and a variety of practice-related exercises serve as a basis for learner participation in real world public health problem-solving simulations. The various components of these courses serve to stimulate interactions among learners and instructors around important problems and issues facing public health. Since computers and the Internet's World Wide Web are now basic tools for public health practitioners, these courses also seek to foster and enhance skills related to the use of technology for accessing and using information and for communicating with colleagues.

Objectives













Web Based

Description

Objectives










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