Optimizing environmental health training outcomes: a case study of tribal and nontribal trainees

Approximately 80 percent of the public health workforce lacks formal public health education, thus necessitating ongoing professional development training programs to ensure the delivery of essential environmental public health services. Unfortunately, there is a paucity of literature describing changes in workplace performance directly related to training program attendance. The purpose of the study reported here, which was conducted in the spirit of Essential Public Health Service 8 ("assure a competent workforce"), was to examine training style efficacy and changes in performance among Native Americans and non-Native Americans related to attendance at a two-day professional development course in March 2006. Pre- and post-training knowledge, skills, and abilities (KSA) surveys were administered to a subset of training program attendees. The pre-training survey mapped demographic information and assessed prior knowledge and practices associated with environmental health communications. The post-survey was administered three months after the program to measure changes in these key factors, as well as responses to workshop teaching styles. Data analysis suggests teaching styles did not have a significant impact on the transfer and retention of knowledge among Native Americans and non-Native Americans; however, Native Americans preferred a conversational approach, while non-Native Americans articulated a preference for visual, content-rich presentations. Non-native Americans reported using skills and techniques learned in the workshop more frequently than did their Native-American counterparts.