Infusing Tobacco Control Education into the Public Health Curriculum using Web Technology National Conference on Tobacco or Health May STEP UP to Tobacco Control ASPH/American Legacy Michael Burke EdD MHS, Jonathon Foulds PHD, Michael Steinberg MD, Natasha Henry MPH

UMDNJ School of Public Health Three campus sites Programs of study Environmental and Occupational Health Health Systems and Policy Epidemiology Health Education and Behavioral Science Tobacco education fits across all these programs of study

How to integrate tobacco expertise into the broad public health curriculum? Tobacco Dependence Program (TDP) To reduce death and illness from tobacco dependence through treatment, education, research, and advocacy STEP-UP grant used to bring the resources of the TDP program to educate SPH students.

Rationale for web-based distance education method Asynchronous instructor lead format provides constructive learning experience Allows easier scheduling for student and faculty Content can be more easily integrated into different core pubic health areas. Can be made more cost-effective by enrolling outside students for public health workforce development or other MPH programs

Learning Goals Participants will effectively integrate tobacco content into general public health skills development. Participants will demonstrate competence in broad areas of tobacco control and will demonstrate an expertise in a tobacco control specialty area Students will be able to be professionally recognized for having developed their expertise (e.g. a certification or competency standard recognition) Participants will demonstrate an ability to access and utilize tobacco control: resources, data sources, key literature, professional associations and pertinent practice standards.

Core courses 1 credit module in tobacco specific content offered in each of 4 basic core area Environmental and Occupational Health Health Education and Behavioral Science Epidemiology Health Systems in Policy Modules provide tobacco learning and enhance the 4 Core public health core courses by providing working examples for those courses.

Quality distance education requires Comprehensive Needs Assessment Sound learning principles and pedagogy. Effective Integration of learning needs, teaching methods, and delivery medium

Constructivism Thanks to U Wisconsin Distance Learning program

Increased enrollment and improved retention Facilitating easy enrollment Student motivation Problem remediation Creating a closer relational distance Supportive encouragement

Evaluation – multiple levels Enrollment 58 students have taken at least 1 of the 4 courses offered to date (out of 160 eligible students) Completion Two dropped out during course Satisfaction Scale 1-10 with 10 being completely satisfied 8.8 course content 6.8 workload (many thought too much work for 1 credit suggested courses be 2 credits) 8.1 technical support 8.8 instruction facilitation 7.6 ease of use 8.0 overall satisfaction

Learning objectives measured through Participation in discussion Discussion content conten Quizzes Final project

Evaluation pending Translation to work How many students choose tobacco related field projects and work direction Work impact Does course effect integration of tobacco into work Return on Investment Start up costs – design, development, implementation of 4 courses app. $65,000 Operating costs are such so that need about 10 students in each 2 credit course.