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Background: The Part III STD/HIV Prevention Training Centers (PTCs) and CDC are developing a national Passport to Partner Services (PS) curriculum. The first module, Introduction to Partner Services for Medical Providers and Referring Providers, developed in collaboration with the Denver PTC, was pilot tested in 2011 among three groups: clinicians, HIV prevention counselors and HIV case managers.
Objectives: To develop a national STD/HIV Partner Services curriculum using blended learning strategies and training tracks tailored to an individual’s Partner Services function.
Methods: Participants (N=48) from diverse work settings in 20 states completed the pilot, after which self-assessed pre/post course skill proficiency and course features/effectiveness were evaluated.
Results: Increased proficiency (% rating themselves confident or very confident) pre/post included: explaining the importance and benefits of PS to patients (58%/93%); ability to transition to initiate an active PS referral (60%/91%); and describing Health Department ( HD) PS program services (69%/93%). Those likely or very likely to refer a patient for HD Partner Services also increased (80%/96%). Most (15/17) evaluation questions had mean scores above 4.0, (Likert scale: 1=Strongly Disagree to 5=Strongly Agree) including: “I would recommend this training for employees in positions similar to mine” (mean=4.4); “training content and activities were engaging” (mean=4.2); “content and activities provided in this training will improve the quality of my practice” (mean=4.1); overall course rating (mean=4.3).
Conclusions: Web-based learning was acceptable to referring providers and resulted in self-assessed referral skill improvements.
Implications for Programs, Policy, and Research: The module will serve as a national resource to jurisdictions wishing to train providers who primarily refer patients to HD Partner Services. A pilot of the additional in-depth Passport training tracks for Partner Services Specialists will be completed in 2012. The blended learning design may be especially helpful to programs that have travel restrictions limiting staff participation in instructor-led training.