CDC Call – Follow-up to Debriefing

July 9, 2013

Call Attendees:

  • CDC
  • Bridget Canniff
  • Jason Hymer
  • Jon Peabody
  • Teresa Yazzie
  • Holly Billie
  • Siona Willie
  • Nancy Bill
  • Falmouth
  • Marguerite Carroll
  • Basla Andolsun

Items Discussed:

  1. Things to consider adding (see document Marguerite sent out with this information)
  2. Pre-test and post-test
  3. Students wanted more of a challenge at end
  4. Post-test would be good feedback for instructors
  5. Good for getting people to pay attention
  6. Marguerite: What would you base pretest on? What they will learn?
  7. Nancy: Yes. Test on curriculum that will be taught
  8. Nancy: Also, working on last exercise is good gauge for what people have learned
  9. Test should be 20 questions, multiple choice and T/F
  10. Marguerite: We’ll come up with test, show you for feedback
  11. Suggested to work with actual data: show hospital records. Actual data as doing final exercise
  12. Marguerite: Is this possible?
  13. J: This item and #8 and #9 are good ideas, but very heavy on logistics, time-intensive
  14. Bridge: I agree. Esp. concerned about #9. Beyond scope of this course. Maybe let them know they can look into Excelor Access. Show example of what people have done, but actually doing it is beyond scope
  15. Siona: We could use car seat data I have
  16. J: You’d have to have enough computers for everyone. Logistics tough.
  17. Holly: Also, too many variations from system to system in the software people use.
  18. Marguerite: Can we refer them to another training?
  19. Holly: Yes. Excel, access, etc. training is available online or elsewhere
  20. Preventative and Protective Factors
  21. Holly: is that within scope of course? How often are these collected in injury surveillance systems?
  22. Nancy: Subjective. Can be interpreted differently.
  23. Siona: ex: Is seatbelt use observational?
  24. Holly: If talk about it, discuss in terms of case definition. They can collect info on preventative and protective factors based on local case definition.
  25. Nancy: stages of prevention: primary, secondary, tertiary. Need to be interpreted/clarified
  26. Including Logic Model as a tool
  27. Holly: Nice option to bring up/include as example of tool you can use. 1 slide explaining what logic model is and 1 completed example in appendix.
  28. Marguerite: Someone would need to create the slide and completed example
  29. Siona: we could use one from TIPCAP, but doesn’t fit into surveillance
  30. Siona: More info in appendices on ecological model. Ecological model maybe more relevant than logic model. Add samples of ecological model.
  31. Conclusion: Beef up ecological model, not info on logic model (remove?)
  32. Including other than health issues…
  33. Focus was on motor vehicle crashes. Would be nice to talk about other types of injuries, intentional injuries. Tweak instructions for exercise to accomplish this. In pilot course, both groups chose unintentional injury, so focused on this through course. Should make it so intentional injury must be assigned to one group.
  34. Screenshot + video use
  35. Holly: Screenshots of WISQARS data and other sites (CDC) helpful. Better to look at site itself, but logistical barriers here. Video use would help mix it up, keep interest in course.
  36. Marguerite: Screen shot of homepage?
  37. Yes
  38. Marguerite: Are there videos we could include?
  39. No
  40. 8 + 9 – More hands on Approach, Database
  41. Too difficult
  42. Providing Templates
  43. Not sure of context. Maybe they meant examples, not templates
  44. How to pull info off internet
  45. Marguerite: Logistical issue with not having internet
  46. Holly: Use screenshot of links instead
  47. Glossary of terms
  48. Holly: Sounds like a lot of work
  49. Marguerite: Maybe once we give above examples that will help
  50. Holly: people wanted more definitions in statistics sections
  51. Marguerite: We’ll discuss more examples there
  52. Marguerite: Question - Size of manual is big. Need to reorganize. Appendix makes it big. Can it be put online? Instructors could pull off just what they want to use prior to class.
  53. Nancy: Possible. I’d have to make sure we are site and location. We need to take out anything that isn’t pertinent.
  54. Holly: Agreed. Not sure how to do it.
  55. B: Could provide on CD after it’s pared down
  56. Siona: Great idea. CD is better for folks without reliable interest
  57. Holly: Logistically, would making CD’s be responsibility of the host?
  58. Marguerite: need to keep master CD or put it online and have people burn it to CD. It will all have to be put online anyway to distribute to hosts anyway, right?
  59. Nancy: No, I have master copy at training center in ABQ and distribute.
  60. Marguerite: Let’s discuss soon. We’ll give you electronic copy. We can burn a CD for you. Or make appendices several docs.
  61. Holly: After we pare down appendices, maybe CD isn’t needed. That’s the goal. Need us nice to know.
  62. More examples of case definition
  63. Address by going to L2 course, putting in slide with examples
  64. Holly: Also ask “is anything missing?” “Are there ways to improve these?” Examples from L2 don’t have each of the elements mentioned as necessary
  65. Confusion over ICD-9/10
  66. L2 has slides we used. Exercise we used.
  67. Marguerite: Good for small group of folks to get together and work on this section. Start with very basics: what is an e-code
  68. Nice CDC overview Holly sent Marguerite. 2 pages on transition provide them with training link. Talk about importance of reorganizing e-code rather than coding themselves.
  69. Holly will work on it, Nancy will help
  70. Nancy forwarded in resource in ICD-10. History and further of coding
  71. Marguerite: Question: How is it used in surveillance?
  72. Holly: To mine the data and for analysis
  73. Bridget: We don’t do surveillance using e-codes in our epicenter
  74. Siona: We do code. Useful for doing analysis
  75. Marguerite: Good to have examples of how e-codes are used. Practical application
  76. Holly: Yes, very important point. Important part of this section
  77. Marguerite: Show them the code – what it is. Don’t do exercise
  78. Yes. Correct.
  79. Examples for different surveillance systems from CDC manual hard to understand. Anyone have other examples?
  80. Nancy: YBRS surveys are example of data system that’s nation-wide and tribal. Survey-based system.
  81. Marguerite: If anyone knows of others, send them to me.
  82. Section 5 – examples needed (mean, median, mode, etc.)
  83. Show how to calculate population growth
  84. Instructor introduced this idea. Folks in class really liked it, wanted info
  85. Age-adjusted rate
  86. J: It is of value that they know why it is used. Not the calculation side of it. Know why something may be skewed.
  87. Ex: elder people in FL, youth in native populations
  88. Marguerite: In rate exercise there’s discussion of population growth, but they didn’t have to calculate it. Should we add?
  89. Bridget: No
  90. Standard deviation, take this out?
  91. Yes
  92. Section 6 – Higher and Lower prevention priorities
  93. More examples wanted
  94. Add to instructor notes? Ask them to come up with examples in their area?
  95. Teresa: That’s what I did when I taught
  96. Marguerite: Teresa, could you e-mail me the ones you used?
  97. Marguerite: Move on ecological model, Haddon matrix. We can add this from worksheet, L2.
  98. 10 counter-measures, add them?
  99. J: Did instructors or students want?
  100. Marguerite: Both
  101. J: Maybe we needed more overlap with L2 here
  102. Teresa: students wanted a blank one to work out together as a group
  103. Siona: Some liked review, some didn’t. Probably will vary by class.
  104. Marguerite: We can put in more Haddon matrix from L2
  105. Siona: Use some of more complex material

Next Call: August 7, 1:00 EDT (If OK with Holly, Nancy)

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CDC Call – Follow-up to Debriefing

7/9/2013