P1-136 Using Revised Bloom's Taxonomy to Develop a Knowledge-transfer Module about Noroviruses

Monday, August 1, 2016
America's Center - St. Louis
Christina Moore, North Carolina State University, Raleigh, NC
Cortney Leone, Clemson University, Clemson, SC
Nathan Braun, Clemson University, Clemson, SC
Angela Fraser, Clemson University, Clemson, SC
Lee-Ann Jaykus, North Carolina State University, Raleigh, NC
Introduction: Human noroviruses are the leading cause of gastroenteritis outbreaks worldwide. Education surrounding noroviruses is critical as key features of the viruses vary from those of bacterial pathogens. A 2013 survey suggested several important gaps in U.S. food safety professionals’ knowledge of noroviruses suggesting the need for targeted education.

Purpose: Our goal was to develop a knowledge-transfer module that targets food safety professionals and addresses prevention and control of noroviruses.

Methods: Revised Bloom’s Taxonomy (RBT), a learning taxonomy centered around alignment among learning objectives, content, and assessment, was identified as a best-practice, theoretical underpinning for module development. Per RBT, a curriculum development team (2 content developers, 2 expert reviewers, 1 curriculum designer) was formed. Then, a course blueprint that included competencies and objectives was established. Next, essential content needed to master course objectives was determined (25 team hours to complete) then expanded into a detailed storyboard including knowledge assessment (27 h). Finally, the storyboard was converted to final course format (65 h). Expert reviewers identified essential and accurate content and evaluated the cognitive accessibility of complex source material (5 h). The course platform was developed using Articulate Storyline 2.

Results: The development of one asynchronous 30-minute module took 122 team hours to complete, including expert review. The narrated final product included on-screen text, imagery (photographs, illustrations, animations), and interactive learning activities (4). The course knowledge assessment contained multiple choice and drag-and-drop items.

Significance: Using RBT as an approach to develop a knowledge transfer module was time intensive and required expert review. While resource intensive, RBT systematically aligns objectives, content and assessment to maximize the effect of the curriculum. Such a curriculum will facilitate public health professionals’ competency to work effectively with their constituent groups. Food safety educators can use this descriptive research to guide their own efforts.