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Spring Break Challenge March 11-15, 2013 Evaluation Findings Prepared by Lynsie Ranker

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Spring Break Challenge March 11-15, 2013. Evaluation Findings Prepared by Lynsie Ranker. Executive Summary. Spring Break Challenge: A Valuable, Real-World Experience. The program was seen as an innovative, valuable chance to have a “real-world” experience. - PowerPoint PPT Presentation

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Page 1: Spring Break Challenge March 11-15, 2013

Spring Break ChallengeMarch 11-15, 2013

Evaluation FindingsPrepared by Lynsie Ranker

Page 2: Spring Break Challenge March 11-15, 2013

Executive Summary

p 2

Page 3: Spring Break Challenge March 11-15, 2013

Spring Break Challenge: A Valuable, Real-World Experience• The program was seen as an innovative, valuable chance to have a

“real-world” experience.• Many appreciated the opportunity to engage with the BCC staff and

South End community. ▫ The majority request more time at BCC and interacting with the South End

community• The interdisciplinary aspect of the program resonated with many

students, and was frequently listed as one of the program’s major strengths.▫ Many were drawn to the program initially as an opportunity to engage with

students outside their school▫ Students feel each school brings a unique and valuable perspective▫ However, SSW and Sargent students note the program was very SPH focused

and that their role may be as program developers at a later stage• Learning new skills was often considered most valuable, rather

than learning about a specific topic.▫ Many felt it filled a gap in their classroom learning, allowing them to go and do

p 3

Page 4: Spring Break Challenge March 11-15, 2013

Participants Often Identified Common Program Strengths.

p 4

Program StrengthsGaining real-world experienceLearning and applying new skillsWorking in interdisciplinary teamsEngaging with community members• These strengths appear to be a major contributor to overall

satisfaction with the program• Many feel any future programming should include and build upon

these key strengths

Page 5: Spring Break Challenge March 11-15, 2013

Yet Many Feel there is Room for Improvement in Some Aspects of the Program

p 5

Opportunities for ImprovementInvitations/Outreach -Clarifying what the program is and what skills will be

offered in invitations and outreach-Earlier notice on the program so they can clear their schedules

Representation -Increasing representation and capitalizing on the skill sets of SSW and Sargent

Fully utilizing SSW and Sargent skill sets

- Feedback from SPH students suggests they would have liked to see their teammates be able to take on a greater role- Sargent and SSW feedback suggests they felt they could have offered more, but the task was largely geared toward SPH

Creating more time for community engagement

-Shortening the amount of “background” lectures on Monday-Allowing students to engage and meet with community members earlier in the week-Increasing the number of FGs and KIs that are run

Division of labor -Consider having groups do different projects, to cover more ground during the week

Page 6: Spring Break Challenge March 11-15, 2013

Students are Excited about the Future of Blackstone

p 6

• Students feel they play a critical role, both in bringing their skill sets and giving their time.▫ Students see this as a location for future practicums, more long term

research projects and site placements (for Nutrition, PT, SSW) moving forward

• Many want to be involved in discussion and planning of “next steps” and kept informed.

• Feedback from student interviews frequently suggest future tasks focus beyond the use of FitWell, to the major barriers and drivers for accessing BCC. Recommendations include:

Creating programming that will encourage individuals to visit the center

Organizing communications campaigns and outdoor activities to increase visibility

Assisting BCC in becoming a center for advocacy within the community to address some of the major barriers to eating right and staying fit

• Several encourage the Practice Office to set clear time tables and milestones to maintain momentum and excitement.

Page 7: Spring Break Challenge March 11-15, 2013

Objectives and Methodology

p 7

Page 8: Spring Break Challenge March 11-15, 2013

Spotlight on Obesity Objectives

p 8

• In Fall 2012, the Practice Office implemented the Spotlight on Obesity campaign.

• The overall program objectives are as follows:

Address a perceived gap in the offerings regarding a relevant and “hot” topic to meet student demand.

Create a common thread surrounding a single health issue through implementation of new programming as well as adaptation of existing programming.To encourage core course professors to include obesity case studies, or other discussions relevant to the topic, within their course.

To highlight the interdisciplinary nature of public health research, education and practice.To provide students with practice-based, “real-world” experiences beyond the classroom setting.

To explore the topic in the context of the broader BU and Boston community.

Page 9: Spring Break Challenge March 11-15, 2013

Spring Break Challenge was Designed to be in Line with that of Spotlight on Obesity

p 9

• The key purpose of the week-long event was to allow students to engage with the local community and gain a real-world experience in community assessment.

Address a perceived gap in the offerings regarding a relevant and “hot” topic to meet student demand.

Create a common thread surrounding a single health issue through implementation of new programming as well as adaptation of existing programming.To encourage core course professors to include obesity case studies, or other discussions relevant to the topic, within their course.

To highlight the interdisciplinary nature of public health research, education and practice.To provide students with practice-based, “real-world” experiences beyond the classroom setting.

To explore the topic in the context of the broader BU and Boston community.

Page 10: Spring Break Challenge March 11-15, 2013

• Who: Teams of students from BUSPH, BU School of Social Work and Sargent College▫34 students participated (23 SPH, 8 Sargent, 3 SSW)

• What: A week-long, intensive interdisciplinary program▫Students worked in interdisciplinary teams to address a

specific public health problem related to obesity within the local community

▫To acquire skills necessary to complete the task, students attended workshops and skill sessions led by experts

▫Final products: 10-minute oral presentation of their findings and final report including a draft survey

• When: Over Spring Break 2013• Where: The students worked with the Blackstone

Community Center (BCC) located in the South End

Spring Break Challenge: An Overview

Page 11: Spring Break Challenge March 11-15, 2013

Evaluation Research Objectives

p 11

Research ObjectivesTo identify who participated, as well as the common drivers and barriers to participationTo assess overall satisfaction with the program and program componentsTo evaluate whether new knowledge and skills were obtained through the programTo assess the value of the program from the perspective of studentsTo identify key strengths and potential areas for improvement moving forwardTo identify any differences in the Spring Break Challenge experience by school or SPH concentrationTo explore, from the student perspective, how Spring Break Challenge fits into the objectives of Spotlight on Obesity

Page 12: Spring Break Challenge March 11-15, 2013

Research questions were developed using the program research objectives

p 12

Research Objectives Research QuestionsTo identify who participated, as well as the common drivers and barriers to participation

• Who participated ?• What attracted individuals to the program?• Were there any commonly identified drivers or

barriers to participation?To assess overall satisfaction with the program and program components

• Were participants satisfied with the program? Why or why not?

To evaluate whether new knowledge and skills were obtained through the program

• Did participants acquire new knowledge and/or skills?

• What components facilitated learning?

To assess the value of the program from the perspective of students

• Was the experience valuable and relevant?

To identify key strengths and potential areas for improvement moving forward

• What are the major strengths of the program • What about the program could be improved?

To identify any differences in the Spring Break Challenge experience by school or SPH concentration

• Was there any variability in student feedback based on school affiliation or area of study?

To explore, from the student perspective, how Spring Break Challenge fits into the objectives of Spotlight on Obesity

• Did the program support any of the objectives of Spotlight on Obesity?

• What would student like to see moving forward?

Page 13: Spring Break Challenge March 11-15, 2013

Methodology

p 13

• The evaluation used a mix methodology including both quantitative and qualitative feedback to help answer the research questions.

• A mixed methodology was favored in order to allow us to explore not only the “what” but also the “why”:▫ Quantitative feedback allowed for an objective assessment of

what the experience was like for participants It also allowed for some pre and post evaluation of the major learning

objectives and outcomes the team was interested in exploring▫ As the program was new, including qualitative feedback was

important to the Practice Office. Including detailed feedback allowed the research to better understand

the value of the program to students, the program’s major strengths and potential areas for improvement moving forward

Page 14: Spring Break Challenge March 11-15, 2013

Methodology: Quantitative

p 14

• Pre and post-program surveys were distributed to participants.▫ Pre-program surveys were filled out prior to the start of lectures on

Monday▫ Post-program surveys were filled out prior to the final presentations on

Friday• Metrics measured included:

▫ Perceived “preparation” to fulfill learning objectives on a 5-point likert scale where 3 is neutral (measured pre and post)

▫ Overall satisfaction (post)▫ Beliefs and attitudes surrounding the experience, as measured by level of

agreement on a 5-point Likert scale where 3 is neutral (measured post)▫ Open ends regarding expectations (pre), strengths of the program (post)

and areas for improvement (post)▫ Basic demographics (pre)

• 31 of the 34 students completed the post-program survey.▫ Small sample size limited the use of complex analysis techniques or

significant testing between pre and post ratings for the learning objectives

Page 15: Spring Break Challenge March 11-15, 2013

Methodology: Qualitative

p 15

• 45 minute interviews were conducted with 7 program participants.▫ Students were recruited from across the three participating schools▫ 1 Sargent (nutrition), 1 SSW and 5 SPH students were interviewed▫ Each of the six teams was represented as well, to ensure

experiences across potential differing team dynamics were captured

• Interview flow included:▫ What attracted them to the program and what their expectations

were▫ Overall experience ▫ A walk-through of the weeks major events ▫ If and how the program fit into their course of study▫ The programs strengths and areas for improvement ▫ Perceptions regarding the potential role of students moving

forward

Page 16: Spring Break Challenge March 11-15, 2013

Attendance

p 16

Research Objectives Research QuestionsTo identify who participated, as well as the common drivers and barriers to participation

• Who participated ?• What attracted individuals to the program?• Were there any commonly identified drivers or

barriers to participation?

Page 17: Spring Break Challenge March 11-15, 2013

The Majority of Participants were SB and EPI Concentrators from SPH

p 17

• 23 out of 34 participants were exclusively SPH students, 8 were from Sargent, and 3 were from SSW▫ One SSW student was a dual degree MSW/MPH

School Designation

SPH 23

Sargent 8

SSW 2

SSW/SPH 1

Concentration*SB 11EPI 7EH 2IH 4

HPM 2MCH 2

*Note sums to greater than 23 because of dual concentrations

Half were Nutrition and half were Physical Therapy PhDs

Page 18: Spring Break Challenge March 11-15, 2013

How Students heard about the program varied by school

p 18

• The majority of SPH students report hearing about the program through the Student Insider or some other email communication.▫ None report seeing signs, recommendations from a friend,

communications from professor/faculty, or Facebook as channels for hearing about the program

▫ Qualitative feedback suggests professor/faculty recommendations may carry some weight in the future to garner broader participation across concentrations

• All Sargent students report hearing about the program from a professor/faculty member.▫ Nutrition students used the experience as their community rotation,

so they heard of the placement through the faculty in charge of organizing rotations They note this individual as a powerful communication tool within the school

• SSW students heard about the program through email▫ Qualitative feedback suggests word-of-mouth or professor

recommendations might be a strong communication channel to capitalize on in the future

Page 19: Spring Break Challenge March 11-15, 2013

Regardless of How Participants Heard About the Opportunity, Most Note Details were Vague

p 19

• Almost all those interviewed mentioned they had no idea what to expect when the signed up.▫ Most note the orientation dinner helped set some expectations

• All would have liked more clarity on what the goals of the week would be, what skills would be taught, and what the end product would be.▫ Most felt this would have put them more at ease going into the

week▫ Some would have liked to better evaluate whether or not to

participate• Some feel their colleagues may have been discouraged from

participating due to this lack of transparency.

Page 20: Spring Break Challenge March 11-15, 2013

Main Drivers to Participation were Similar Across Schools.

p 20

Participation

Gaining a Hands on, Real-

world experience

Chance to Learn and

practice new skills

Ability to Engage with

the Community engagement

Working in Interdisciplinar

y teams

Most frequently mentioned drivers:

Page 21: Spring Break Challenge March 11-15, 2013

For Nutrition Students, Earning Class Credit Was an Additional Incentive to Participate

p 21

Participation

Gaining a Hands on, Real-

world experience

Chance to Learn and

practice new skills

Ability to Engage with

the Community engagement

Availability/ Convenience

Working in Interdisciplinar

y teams

Most frequently mentioned drivers:

Drivers that were often inferred should also be considered

(for Nutrition) Class Credit

Page 22: Spring Break Challenge March 11-15, 2013

Potential Barriers:• Lack of transparency:

Invitations not clear on what the week entails

• Already having plans for Spring Break (invites sent too late)

• Wanting a chance to rest over Spring Break

Potential Barriers Often Surround Scheduling Conflicts or Competing Priorities

p 22

Participation

Gaining a Hands on, Real-

world experience

Chance to Learn and

practice new skills

Ability to Engage with

the Community engagement

Availability/ Convenience

Working in Interdisciplinar

y teams

Most frequently mentioned drivers:

(for Nutrition) Class Credit

Drivers that were often inferred

Page 23: Spring Break Challenge March 11-15, 2013

Some of These Barriers May Have Limited Greater Participation, Particularly Among SSW and Sargent.

p 23

• Qualitative feedback suggests many felt the invitations lacked transparency.▫ Many feel this limited participation across schools▫ Particularly for SSW and Sargent students who have no experience

with the Practice Office, this may have made some wary of participating

• Scheduling conflicts were often mentioned by SSW and Sargent students. ▫ SSW and Sargent students have regimented rotations, and often

have to make their schedules far in advance. An interview with an SSW student revealed many of her colleagues had

already planned to stay at their placements over Spring Break• Even SPH students mention the invitation came a late, likely

limiting participation from those who had already made plans to go home or on vacation for Spring Break.

Page 24: Spring Break Challenge March 11-15, 2013

Satisfaction

p 24

Research Objectives Research QuestionsTo assess overall satisfaction with the program and program components

• Were participants satisfied with the program? Why or why not?

Page 25: Spring Break Challenge March 11-15, 2013

Overall, participants were satisfied with the program• Post-program surveys suggest participants were

moderately to strongly satisfied (ratings out of 5, where 5 = strongly satisfied; mean = 4.15, SD = 0.70, mode = 4, range: 3-5)▫ Qualitative feedback confirms the experience was

overwhelming positive ▫ Many felt it was a fulfilling and meaningful way to spend

their spring break▫ All were excited about the prospect of future

programming with the community center

p 25

Page 26: Spring Break Challenge March 11-15, 2013

Yet, feedback reveals some areas of dissatisfaction with areas of the program• Most students interviewed were dissatisfied with the level of

background information provided on Monday.▫ Many felt it took time away from the workshops and community

engagement aspects▫ Some suggested this is knowledge a student should already have▫ Others suggest the background information should have been learned

prior (at meetings prior to the week, available online, or assigned reading material)

• Students with prior experience in community assessment had hoped to delve deeper.

• Many wanted more time with community, as this was a particularly satisfying aspect.▫ Some felt their final products were missing critical information

• Students in Sargent often reflected that their skill sets were not fully utilized, leading to some disappointment.

p 26

Page 27: Spring Break Challenge March 11-15, 2013

Knowledge and Skills

p 27

Research Objectives Research QuestionsTo evaluate whether new knowledge and skills were obtained through the program

• Did participants acquire new knowledge and/or skills?

• What components facilitated learning?

Page 28: Spring Break Challenge March 11-15, 2013

Results Suggest Increases in Perceived Knowledge due to the Program

p 28Not at

all preparedNeutral Extremely

prepared

Distinguish the different aspects of dietary patterns and physical activity that contribute to the development and also the prevention of obesity.

Identify techniques for moderating a group discussion.

Identify relevant intervention and health promotion strategies to address the public health burden of obesity in local communities.

Characterize the public health problem of obesity and identify the most vulnerable subgoups of the population

Identify the importance of a comprehensive assessment in effective health promotion.

Define the concept and principle of community engagement as it relates to planning and health promotion efforts.

Understand the key characteristics of focus group discussions.

Understand the advantages of key informant interviews over other data collection strategies.

Describe unique challenges and opportunities relevant to community engagement with vulnerable populations.

Explain the factors that motivate and challenge individuals to use fitness centers such as the new facility at BCC.

1 2 3 4 5

4.16

4.16

4.34

4.35

4.44

4.44

4.45

4.47

4.48

4.68

3.54

2.96

3.09

3.66

3.44

2.82

3.00

3.16

2.88

2.94

Perceived Knowledge: Pre and Post Surveys Pre Post

Page 29: Spring Break Challenge March 11-15, 2013

Results Suggest Increases in Perceived Skills due to the Program

p 29Not at

all preparedNeutral Extremely

prepared

Design a survey sampling strategy.

Develop a survey questionnaire.

Design a focus group discussion guide.

Analyze qualitative data for common and divergent themes.

Give an effective oral presentation.

Effectively use PowerPoint to enhance an oral presentation.

Develop effective open-ended questions for key informant interviews.

Work effectively in teams.

1 2 3 4 5

3.76

4.15

4.23

4.23

4.26

4.37

4.44

4.63

2.66

3.09

2.43

3.25

3.51

3.76

3.21

4.19

Perceived Skills: Pre and Post Surveys Pre Post

Page 30: Spring Break Challenge March 11-15, 2013

Program Value

p 30

Research Objectives Research QuestionsTo assess the value of the program from the perspective of students

• Was the experience valuable and relevant?

Page 31: Spring Break Challenge March 11-15, 2013

The Program Compliments the Educational Experience for Students

p 31

This program exceeded my expectations

I would recommend this experience to a friend or colleague

This program is applicable to me as a curent/future public health practitioner

The program highlighted the cross-disciplinary nature of public health

This program was a valuable addition to my educational experience at BU

This program provided real-world experience in public health practice

1 2 3 4 5

3.71

4.11

4.18

4.39

4.45

4.53

Attitudinal Battery: Program Value(n=31)• On average, students

feel the program added to their degree program▫ SPH students report

feeling it was a chance to practice outside the classroom

▫ SSW and Sargent saw real value in seeing a different way to approach problems they deal with in their rotations“It was positive, I think I

took more away from it than I thought I would in terms of getting to know the South End community a little bit better.” – SSW, Clinical Strongly

DisagreeNeutral Strongly

Agree

Page 32: Spring Break Challenge March 11-15, 2013

Participants Agree the Program is Applicable and Would Recommend to a Friend

p 32

This program exceeded my expectations

I would recommend this experience to a friend or colleague

This program is applicable to me as a curent/future public health practitioner

The program highlighted the cross-disciplinary nature of public health

This program was a valuable addition to my educational experience at BU

This program provided real-world experience in public health practice

1 2 3 4 5

3.71

4.11

4.18

4.39

4.45

4.53

Attitudinal Battery: Program Value(n=31)

• While the average reveals participants agree with the applicability of the program…▫ Interviews suggest the

program may not have been as applicable for Sargent students

• Interviews suggest students would be more likely to recommend this experience if there were minor changes in scheduling and greater communication regarding goals.

Strongly Disagree

Neutral Strongly Agree

Page 33: Spring Break Challenge March 11-15, 2013

Participants Agree the Program is Applicable and Would Recommend to a Friend

p 33

This program exceeded my expectations

I would recommend this experience to a friend or colleague

This program is applicable to me as a curent/future public health practitioner

The program highlighted the cross-disciplinary nature of public health

This program was a valuable addition to my educational experience at BU

This program provided real-world experience in public health practice

1 2 3 4 5

3.71

4.11

4.18

4.39

4.45

4.53

Attitudinal Battery: Program Value(n=31)

• Interviews reveal students had few expectations going into the program

• Many report they were left “wanting more” from the experience▫ Some felt there should have

been more emphasis and effort on the survey design

Strongly Disagree

Neutral Strongly Agree

Page 34: Spring Break Challenge March 11-15, 2013

Strengths & Areas for Improvement

p 34

Research Objectives Research QuestionsTo identify key strengths and potential areas for improvement moving forward

• What are the major strengths of the program • What about the program could be improved?

Page 35: Spring Break Challenge March 11-15, 2013

Participants Often Identified Common Program Strengths.

p 35

Program StrengthsReal-world experienceLearning and applying new skillsWorking in interdisciplinary teamsEngaging with community members

• These strengths appear to be a major contributor to overall satisfaction with the program

• Many feel any future programming should include and build upon these key strengths

“Working with the different schools was such a great exposure to aspects of health promotion I would not have known.” – Sargent, PT

“I think showing us instead of telling us what is going on in a community is a huge strength.” – Sargent, Nutrition

Page 36: Spring Break Challenge March 11-15, 2013

Yet Many Feel there is Room for Improvement in Some Aspects of the Program

p 36

Opportunities for ImprovementInvitations/Outreach

-Clarifying what the program is and what skills will be offered in invitations and outreach-Earlier notice on the program so they can clear their schedules

Setting Expectations

-Clearly communicating goals and objectives for the week and for the final products

Representation -Increasing representation and capitalizing on the skill sets of SSW and Sargent

Fully utilizing SSW and Sargent skill sets

- Feedback from SPH students suggests they would have liked to see their teammates be able to take on a greater role- Sargent and SSW feedback suggests they felt they could have offered more, but the task was largely geared toward SPH“Some of the material presented came from an almost exclusive public health point of

view, which weakened the interdisciplinary approach--which is otherwise a strength.” Sargent, PT

Page 37: Spring Break Challenge March 11-15, 2013

Yet Many Feel there is Room for Improvement in Some Aspects of the Program

p 37

“It might be valuable to conduct an initial poll to gauge how much background information is needed for future challenges. I feel that more time could have been freed up to do more community engagement and final project work” – Sargent, PT

Opportunities for ImprovementCreating more time for community engagement

-Shortening the amount of “background” lectures on Monday-Allowing students to engage and meet with community members earlier in the week-Increasing the number of FGs and KIs that are run

Division of labor -Consider having groups do different projects, to cover more ground during the week

Page 38: Spring Break Challenge March 11-15, 2013

Post-Program Surveys Suggest Strengths as Well as Areas for Improvement

p 38

Not attending all the workshops impeded my ability to carry out certain tasks

There was enough time for group work to create our final products

Instructions and objectives for program activities were clearly presented

Going to separate workshops from my team members facilitated learning and allowed me to directly share my skills with others.

The binders and support materials provided the appropriate amount of information to complete our work

There was enough time allotted for workshops

1 2 3 4 5

3.00

3.84

3.84

4.17

4.17

4.40

Attitudinal Battery: Program Com-ponents(n=31)• In addition, qualitative

feedback suggests the workshops were valuable.▫ Some request more

workshop time as a substitution for some of the background on Monday

• Many found the binders helpful.▫ Some feel it could have

been used to provide more background in lieu of some Monday content

• Many enjoyed the opportunity to “re-teach” what they learned in workshop to their colleagues.

Strongly Disagree

Neutral Strongly Agree

Page 39: Spring Break Challenge March 11-15, 2013

Post-Program Surveys Suggest Strengths as Well as Areas for Improvement

p 39

Not attending all the workshops impeded my ability to carry out certain tasks

There was enough time for group work to create our final products

Instructions and objectives for program activities were clearly presented

Going to separate workshops from my team members facilitated learning and allowed me to directly share my skills with others.

The binders and support materials provided the appropriate amount of information to complete our work

There was enough time allotted for workshops

1 2 3 4 5

3.00

3.84

3.84

4.17

4.17

4.40

Attitudinal Battery: Program Components(n=31)

Strongly Disagree

Neutral Strongly Agree

• Feedback suggests participants would have liked more clarification on the week’s objectives.▫ Qualitative feedback

supports that many were unsure what the final product was supposed to be

• Many felt more time could have been set aside for analysis and reporting.▫ Interviews support this

result. Some feel their products could have been more polished

“I would have liked to have more instruction on survey design because that was the focus of this activity and I did not feel like I had the tools necessary to complete that task” – SPH, EPI

Page 40: Spring Break Challenge March 11-15, 2013

Differences in Experience by School & Concentration

p 40

Research Objectives Research QuestionsTo identify any differences in the Spring Break Challenge experience by school or SPH concentration

• Was there any variability in student feedback based on school affiliation or area of study?

Page 41: Spring Break Challenge March 11-15, 2013

There may be differences in overall experience by school

p 41

• The activity was heavily public health focused, and both SPH as well as SSW and Sargent students felt skills of the other schools could have been utilized more effectively

Skill Utilization

• SSW and Sargent may have spring break conflicts that limit participation as some choose to stay at their placement or internships

• As many are highly scheduled throughout the year they may also be more likely to be averse to participating over spring break

Scheduling/Availability

• Students at SSW and Sargent may be more responsive to recommendations from faculty or administrators rather than email

Channels of Communication

• Although the program made space for more SSW and Sargent students, actual participation rates were quite low. Particularly among SSW which only have 3 students

Participation

Page 42: Spring Break Challenge March 11-15, 2013

The Bigger Picture

p 42

Research Objectives Research QuestionsTo explore, from the student perspective, how Spring Break Challenge fits into the objectives of Spotlight on Obesity

• Did the program support any of the objectives of Spotlight on Obesity?

• What would student like to see moving forward?

Page 43: Spring Break Challenge March 11-15, 2013

Address a perceived gap in the offerings regarding a relevant and “hot” topic to meet student demand.

To highlight the interdisciplinary nature of public health research, education and practice.To provide students with practice-based, “real-world” experiences beyond the classroom setting.

To explore the topic in the context of the broader BU and Boston community.

Spring Break Challenge was Designed to Address Four Spotlight Objectives

Page 44: Spring Break Challenge March 11-15, 2013

Survey Results Show the Program Provided a Real-World, Interdisciplinary Experience

p 44

This program exceeded my expectations

I would recommend this experience to a friend or colleague

This program is applicable to me as a curent/future public health practitioner

The program highlighted the cross-disciplinary nature of public health

This program was a valuable addition to my educational experience at BU

This program provided real-world experience in public health practice

1 2 3 4 5

3.71

4.11

4.18

4.39

4.45

4.53

Attitudinal Battery: Program Value(n=31)

▫ Feedback suggests this was one of the major take-aways from the program

▫ Inter-professional collaboration was one of the most frequently listed strengths of the program

Strongly Disagree

Neutral Strongly Agree

To provide students with practice-based, “real-world” experiences beyond the classroom setting.

To highlight the interdisciplinary nature of public health research, education and practice.

Page 45: Spring Break Challenge March 11-15, 2013

To explore the topic in the context of the broader BU and Boston community.• While this objective appears to have been met, based on qualitative feedback, many students still

felt there could have been more interaction• Many would have liked to see greater participation from SSW and Sargent, as well as under-

represented concentrations within SPH, to increase inter-professional and interdisciplinary interaction

• Almost all mention wanting more time at BCC interacting with the community. Many recommend conducting more FGs and KI interviews or a community dinner to allow for more casual interaction

Yet, Many Felt there Could Have been more Community Engagement…

Page 46: Spring Break Challenge March 11-15, 2013

Address a perceived gap in the offerings regarding a relevant and “hot” topic to meet student demand.• Interviews and Survey feedback suggest the emphasis was overly narrow. Many would have preferred

to focus on obesity in the community• The task required focus on use of FitWell which limited the discussion to physical activity, leading

groups to not prioritize other contributors to obesity such as nutrition

…and Most Note the Topic of Obesity was not Emphasized

Page 47: Spring Break Challenge March 11-15, 2013

Spring Break Challenge: Next Steps

p 47

• Qualitative feedback suggests many felt the invitations lacked transparency.▫ Many feel this limited participation across schools▫ Particularly for SSW and Sargent students who have no experience

with the Practice Office, this may have made some wary of participating

• Scheduling conflicts were often mentioned by SSW and Sargent students. ▫ SSW and Sargent students have regimented rotations, and often

have to make their schedules far in advance. An interview with an SSW student revealed many of her colleagues had

already planned to stay at their placements over Spring Break• Even SPH students mention the invitation came a late, likely

limiting participation from those who had already made plans to go home or on vacation for Spring Break.

Page 48: Spring Break Challenge March 11-15, 2013

Spring Break Challenge: Next Steps

p 48

• Student interviews reveal a chance for re-framing▫Frequently suggest future tasks focus beyond the use of

FitWell Focus instead on drivers and barriers to obesity in the

community Many mention it felt too narrow, too early

• Student recommendations for next steps include:▫ Creating programming that will encourage individuals to

visit the center▫ Organizing communications campaigns and outdoor

activities to increase visibility▫ Assisting BCC in becoming a center for advocacy within the

community to address barriers to eating right and staying fit▫ Setting clear time tables and milestones to maintain

momentum and excitement.