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Instructional Design Project:
Applying an Equity Lens at Program Level
Team: Sarah Poe, Brian Simko, Megan Moore
Background
Background
I was uniquely positioned in this project as a team member and the client. As director of the Malheur County Health Department (MCHD), I am responsible for the public health team in our small, rural county. As part of the state of Oregon, MCHD operates under the Oregon Health Authority, which provides the majority of program funding and rules. MCHD operates between the needs and goals of both county and state level goals and concerns. At local, state, and national levels, health equity is the top priority and leads the way we conduct public health research and practice.
The need for high quality, thoughtfully-designed health equity training and job aids is needed at MCHD. Because many people in the health department were educated, hired, and trained prior to the prioritization of health equity, both experienced and new employees have a need to learn what health equity is and at a program level, how they can put the priority into practice that will drive improved health outcomes. The training our team created, "Applying an Equity Lens at Program Level," will be implemented in the first quarter of 2023 and shared with all other local public health departments in the state.
Analyses of Training Needs, Learners/Environment, and Tasks
Analyses of Training Needs, Learners/Environment, and Tasks
My teammates couldn't have been better selected--with interests, experience, and skills that both align and improve my own. Together we created so much more than a training. With courses in principles and theories behind us, we were able to integrate the learning science throughout the analyses. I focused on the Training Requirements Analysis first, to share the context and need for training. We met as a group and I shifted to the client role and answered the questions needed to complete the other analyses.
We spent much time syncing our findings and revisiting objectives and starting the lesson planning. A formative review was also completed for each of the three analyses, prompting additional edits.
Copy of 2. TRA, LEA, TAKey Findings
Key Findings
Significant funding requires a Health Equity plan with training for staff and evidence of implementation at program level.
The client's goals are to connect program level work within the health department to the state goal to eliminate health inequities. The client requests that the team create a training and tool for assisting program coordinators to implement health equity into their practice.
Deliverables include an Equity Lens and Glossary of Health Equity Terms job aids and a training.
Change in learner goals: Knowledge of what health equity is and why it is a priority at local, state, and national levels in public health. Skills in applying the job aid to “do” the work of advancing health equity at a program level. Attitudes towards increased empathy, understanding of diversity, and willingness to approach their programs, peers, and patients with new perspectives.
Quantitative data on learners was collected from surveys. Qualitative data on learners was collected from interviews, using critical incident technique. Findings include program, age, sex, cultural background, and sensory, affective, and socio-cultural characteristics that impacted how we approached our lesson plan.
Team 4 Health Equity - Lesson Plan.pdfDesign of Lesson Plan
Design of Lesson Plan
For our team and this project, we focused on the need for a practical tool to apply health equity training at a program level at MCHD. The tool is a job aid, called an Equity Lens.
Starting with this goal in mind, we built out the training to include key concepts, context, activities, glossaries, and practice using the Equity Lens.
Health Equity Training Alignment Tracker - Sheet1.pdfLesson Plan Alignment Tracker
Lesson Plan Alignment Tracker
This visual guide ensures that the lesson plan aligns with learning science principles and training objectives.
“Equity work is fundamentally quality work. A question that I recommend organizations ask themselves is how are you ensuring that your organization understands the population being served — and are you reflecting the population being served? Value-based care is not just about the metrics. It's not just about the structure. It's also about intention — what are you trying to achieve and how are you trying to achieve it?"
— Tosan Boyo, M.P.H., senior vice president of hospital operations at John Muir Health
Development of Instructional Materials
Development of Instructional Materials
Our team spent weeks in deep work refining the learning objectives and creating the slides embedded below with the objectives as the architecture of the training.
The Facilitator and Learner Guides are comprehensive overviews of the training, agenda, and resources. The Facilitator Guide includes a slide by slide script for an instructor to feel confident and prepared throughout the training. Both can be printed and shared electronically, allowing for easy reference to the appendix and transparency of the training layout and timing.
Health Equity Program Coordinator Training.pdf
Reflections
Reflections
This activity was a new experience for me and with that came challenges and great opportunities to grow. Working as a team with different skill sets and a shared dedication to a quality training created an optimal situation for this project. Our first assignment was to create a team charter, which we worked on together, step by step. Next, we spent hours independently on the Training Requirements Analysis (TRA), Learner Environmental Analysis (LEA), and Task Analysis (TA). Our team met each week and kept up with each other in the interim with chat and email to bring each other up to speed and synchronize the analyses before moving on to the lesson plan. We had a lot of research, trial, and error completing the lesson plan and instructional materials. It wasn't quick, but was a fulfilling exercise and I'm glad we had the time to investigate, experiment, collaborate, and revise.
Reflection on Course Preparation
After this instructional design course, I feel confident moving forward in my professional roles with the following:
conducting TRA/LEA/TA
writing performance objectives
developing lesson plans and instructional materials
developing job aids and teaching with with them
using a formative reviews, evaluations, and assessments during and after the design process
approaching instructional design as both a systemic and systematic process
Thank you to my teammates, Megan Moore and Brian Simko, and our inspiring professor, Dr. Jelena Pokimica.
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