Putting adult learning theory into action: Strategies to create relevant trainings for multidisciplinary audiences

The public health system and workforce is increasingly complex. Multidisciplinary public health professionals work together to improve the health of communities. They are also learning together which adds complexity when designing training programs. To build competence in the public health workforce, the Emory Public Health Training Center (EPHTC) offers a continuum of trainings that operationalize the basic tenets of Adult Learning Theory (ALT): adults want to understand the reason for learning; experience provides the basis for adult learning; adults want to be involved in the planning/evaluation of instruction; adults want to learn things that have immediate relevance; adult learning is problem-based; and adults respond to internal motivators. EPHTC trainings are based on needs assessments and offerings are skill-based and use case-based scenarios. Consistent with ALT, trainings also incorporate small group discussions and activities so learners can practice their new skills. Since it was funded in 2010, the EPHTC has held 34 in-depth trainings on topics ranging from evaluation to informatics – providing 409 hours of instruction to 743 individuals (duplicated count). When surveyed a year later, participants discussed the relevance of the trainings, illustrated by the following: “I have become the ‘go to person' for all informatics related questions.” and “Logic models are now being used at all community coalitions I facilitate to set goals and measure achievements.” This presentation will discuss how the EPHTC uses ALT to ensure that trainings are relevant for multidisciplinary learners while providing lessons learned for others who want to incorporate ALT in their trainings.