187 A responsive approach to evaluating community health worker project-based learning

Objectives/Goals: This project applies a novel approach (goal-activity congruence) to evaluate a project-based CHW certification course in Houston, Texas. Objectives: (1) improve understanding of learner motivation and (2) develop alternative assessment methods for non-degree healthcare training programs. Methods/Study Population: Data were collected using voluntary pre-post-training surveys including self-reported measures of expected and experienced growth toward learner-articulated goals. As part of the post-training survey, learners were shown text from individual goals developed at the beginning of the course and asked to connect these goals with instructor defined activities from the training. Learners also responded to multiple open-ended items focused on the contribution their training experience made to their career journey and their biggest lessons learned. Data were analyzed using descriptive statistics (goal-activity congruence and self-reported growth) and thematic analysis of qualitative responses. Results/Anticipated Results: Response rates were 50% at entry and 43% at exit. Most respondents reported experiencing “lots” of progress toward their goals (65%), and 93% reported that the training was largely or partly responsible for this progress. Learners reported that the most helpful program activities contributing to their goals included: the community health project (69%), motivational interviewing role plays (66%), and the Logic model assignment (66%). Qualitative themes that emerged included: development of knowledge and motivation to help their community, learning to develop skills and gain access to resources that will contribute to career and community, and helped them to better understand how to help others. Discussion/Significance of Impact: This study demonstrates the viability and value of including activity-goal congruence as a part of training program evaluations. While providers should not be solely guided by learner goals when developing training curriculum, considering them will lead to more effective and well-received trainings.