Public Health Training Center Evaluation: A Framework for Using Logic Models to Improve Practice and Educate the Public Health Workforce

• Published in: Health promotion practice Vol. 15; no. 1_suppl; pp. 80S - 88S
• Main Authors: Freedman, Ariela M., Simmons, Sheena, Lloyd, Laura M., Redd, Tara R., Alperin, Melissa (Moose), Salek, Sahar S., Swier, Lori, Miner, Kathleen R.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.03.2014
• Subjects: Competency-Based Education; Decision making; Education, Public Health Professional; Georgia; Health education; Labour force; Models, Educational; Money; Process evaluation; Program Evaluation - methods; Public health; Public Health Practice - standards; Quality Improvement; Schools, Health Occupations; Georgia; USA, Georgia, Atlanta; training; program planning and evaluation; workforce development; logic models; evaluation methods; evaluation design
• ISSN: 1524-8399; 1552-6372
• DOI: 10.1177/1524839913509271

The nation's 37 public health training centers (PHTCs) provide competency-based trainings and practicebased opportunities to advance the current and future public health workforces. The Emory PHTC, based in Atlanta, Georgia, has developed a comprehensive evaluation plan to address the many evaluation-related questions that must be answered to inform decisions that improve practice. This plan, based on the center's logic model, includes formative assessment, outcome evaluation, process evaluation, and programmatic evaluation. Rigorous evaluation has been used to (a) assess what is working, what is not working, and why; (b) guide decision making about program improvement; and (c) ensure efficient use of resources, such as time and money. This article describes how the Emory PHTC uses its logic model to guide development of a comprehensive evaluation plan and to create specific data collection tools. It also explains the process used to analyze data and make decisions to maximize effectiveness and ensure the best use of resources. Simply conducting trainings and providing opportunities for real-world application are not enough; it is critical to assess whether or not these educational opportunities are, in fact, educating.