1. History Results
The Community-Based Public Health (CBPH) Caucus established a national youth council in 2010 at the request of The Needs Assessment results were vital in getting buy-in from participants as well as shaping the content for all three
our youth members. The goal of the CBPH Youth Council (YC) is to provide a national voice and promote youth webinar lectures. Although the pretest and posttest highlighted the main topics of each lecture, the evaluations did not
involvement in Public Health and Social Justice. YC members then identified a need for comprehensive, age reveal a precise impact on participants’ knowledge. Data collected from the small cohort presents a challenge in
appropriate educational material on health disparities/equity, social determinants of health, and social justice. This demonstrating the acceptability and feasibility of a web-based program.
idea transformed into the Health Equality Peer Educator (HEPE) training, developed for youth by youth that utilizes
peer-to-peer education, online webinar software, class-based lectures and both paper and online testing. HEPE was The SWOT analysis after the first webinar lecture helped to improve the second webinar lecture series a great deal. In
a capstone project of three undergraduate students at Northeastern University – Travis Howlette, Jeff Wisnowski, particular, participants requested less lecture time and more interaction. Over 90% of the participants said that the
and Kelsey Anlionis under the mentorship of Kerone Anderson, Critical MASS c/o CCHERS, Inc. and Renee second webinar lecture was interesting and informative, especially the exercises.
Bayer, CBPH Caucus/University of Michigan.
The HEPE project highlights the challenges of working with web-based technology. In order to better assess the
learning process, various learning styles questions that identify specific knowledge, comprehension and application of
themes within the lecture series will help contribute to more robust data for evaluation. A specific training program for
Program Overview implementing the HEPE would help supplement the basic tutorials offered by software manufacturers.
HEPE training consists of three web-based lectures lasting 40 minutes-1hour each:
The Introduction to Health Disparities covers the basic definitions of health disparities, health inequities, and
health inequalities. It introduces the overarching conceptual themes of the ecological model and fundamental
causes of health disparities such as the social, institutional and environmental factors that contribute to poor health
Timeline
outcomes.
The Introduction to Social Determinants of Health consists of topics around the three dimensions of racism,
education, socioeconomic status (SES), physical/social environment, stress, systems approach to health, and access
to health care/services. The concept is to package real world-examples and conceptual models. This lecture con-
cludes with a wrap-up activity involving scenarios that employ the identification of all the social determinants of
health mentioned in the presentation.
Introduction to Youth Activism on Health Disparities/Social Determinants of Health consists of discussions of
opportunities for action and policy advocacy around health disparities and the social determinants of health. This
Howlette T, Anlionis K, Wisniowski J, Anderson K, Stanley E, Williams Q,
training develops the background knowledge for youth to take action against health disparities and mobilize their
community. One of the main components of this presentation is the use of co-presenters to highlight achievements Saunders M, Bayer R, Community Campus Partnerships for Health, 15th
of past campaigns/initiatives within their community.
Anniversary Conference - April 18-21, 2012 - Houston, TX
Lessons Learned and Future Directions
Lessons Learned:
Technology via web is useful in communicating and engaging with youth across the U.S.
Methods Technology is helpful in catering to the younger generation’s desires in their use of their personal time
Coordinating with school requirements, such as a capstone, allow youth activists to contribute at a national
Needs Assessments: A survey questionnaire was distributed to the CBPHC Youth Council to assess the specific level
interests of our participants and determine the content they felt was most appropriate for the HEPE training series. Involve the youth in the presentations and get them to share their stories
Have activities that can help presenters monitor participation
Marketing: Participants were asked to use Amiando registration software) to register for the HEPE event. This Utilize social media, registration software and an appropriate amount of reminders to promote the presentation
software provided demographic information for each registrant and collected information regarding how many Allow enough time for set-up and proper training when conducting a peer-to-peer training
participants opened their e-mail notifications. Make sure to go over housekeeping rules at the beginning of every presentation
Recognize particular times of the year where youth may not wish to spend their free time readily (holidays,
Presentations: The HEPE trainings were presented on Sunday nights at 8:00 pm Eastern in March and April and summer, winter break, etc.) and plan presentations accordingly
then again in July and August of 2011 in three parts separated by 1 to 2 weeks using Adobe Connect software. Youth led projects are very well received and supported by other youth and their supportive networks
Adobe Connect is a user friendly system which allows interactivity through chat, polling, and emote buttons. (see
screen shots to the right) Future Directions:
Evaluations: A pretest and a posttest were conducted for each webinar lecture. Participants were provided with a The Develop a strong evaluation tool for the future of the HEPE program
Record HEPE presentations and use alongside the CBPHC YC orientation of the live presentations
Evaluate survey data comparing live vs. pre-recorded HEPE presentations
link to an online survey through SurveyMonkey (See Figure below for example).
Partners
Bring on more leadership within the development team coordinating with Northeastern University Health
SWOT Analysis: A SWOT analysis was conducted after each webinar lecture. The analysis helped to inform and Disparity Student Collaborative (HDSC) and the YC
shape the next webinar lecture in the series. A final SWOT analysis was produced from all three SWOT analyses. Develop a one-year plan for the HEPE and new development team
Publish in a peer reviewed journal and/or CES4Health
Bibliography
Curriculum
Bigby, J.A. (2007). The role of communities in eliminating healthcare disparities. Eliminating Healthcare Disparities
in America. Beyond the IOM Report, (pages 221-236).
Lenhart, A, Purcell, K, Smith, A & Zickuhr, K. (2010) Social Media & Mobile Internet Use Among Teens and Young
Adults. Washington, DC: Pew Research Center.
McKay, C. (2010). Critical Service Learning: A School Social Work Intervention. Children & Schools. (32) pg. 5-13.
Mohajer, N. & Earnest, J. (2009). Youth empowerment for the most vulnerable: A model based on the pedagogy of
Freire and experiences in the field. Health Education. (109) pg.424-38
Nandan, M. (2010) Service Learning Partnership Between University and School Students: Experiential Learning
Inspired Through Community Research. Journal of College Teaching and Learning. (7) pg.25-35.
Perea, FC, Jefferies, J & Sprague Martinez, L (2011). Nuestro Futuro Saludable Curricular Model.
Watson, M. (2011). Systems Approach Workbook for Health Education and Program Planning. Sudbury, MA: Jones
The Youth
& Bartlett Learning.
Collage of both CBPHC YC and CCHERS’s Community
Voices youth that participated in the HEPE.
The Program
Screen shots from HEPE Trainings on Adobe Connect