People-Centered Approach to Mentorship
TABLE 1
A structured approach was implemented and comprised two main components: didactic group training and practical mentorship. The 12-week program used expert instructional designers in the EH training field. Before the mentorship program launch, NEHA con- ducted several in-person trainings on EH and provided inspection kits to the jurisdic- tions. These activities were foundational to the capacity-building eorts of the USVI and Puerto Rico. The didactic group training included six EH webinars and two quality improvement check-ins. The webinars were either 1- or 2-hr long and provided information and data on the chosen webinar topics (Table 1). This component provided a foundation of knowl- edge for mentees to then be able to conduct EH work. The practical component included the use of the NEHA LMS platform based on the needs of each program. The LMS housed all webinars, recordings, assignments, group message boards, private message boards, resources, and materials. Participants could communicate with their mentors and with other mentees, read and comment on materi- als and assignments, and rewatch webinars. The practical component of this mentorship program was intended to apply knowledge learned in the training webinars to enhance practical skills in place of a hands-on shad- owing experience. NEHA leveraged its vast network of sub- ject matter experts to aid in the design of the program and to serve as mentors. Pro- gram sta secured four mentors with a wide range of expertise in all areas of EH. Two levels of mentors were secured: 1) retired EH leaders and 2) EH specialists who rou- tinely conduct inspections. Retired leaders mentored the leadership-level cohort and current EH specialists mentored the inspec- tor-level cohort. Mentors provided one-on-one mentoring to mentees through assignments, resources, and check-ins twice a month. Mentors also supported cohort engagement within the LMS, each conducting at least one training webinar for the entire cohort. Of the 21 mentees, four groups were formed, each assigned to one mentor. All groups included a mix of both USVI and
Webinar Topics
Webinar Title
Description
Length of Time (hr)
Outbreak Investigation
Approach and steps for outbreak investigation (including in a COVID-19 environment) and using social media as a tool in outbreak investigations Handling, preparing, and storing food in a way that best reduces the risk of individuals becoming sick from foodborne illnesses Types of permits and licenses available and the process to apply, review, and grant permits and licenses Methods to limit or eradicate mammals, birds, insects, or other arthropods that transmit disease pathogens
1
Food Safety
1
1
Permitting and Licensing Processes
Vector/Pest Control
1
Interpersonal Skills, Professional Behavior, and Human Relations
Verbal and nonverbal communications
2
Professional Written Communication
Professional reports, conference presentations, and formal communications
2
address drinking water quality, wastewater management, healthy homes, food safety, and vectors—all of which are impacted by hurricanes. Maintaining a skilled workforce through extensive training is crucial in these areas of expertise (Brooks et al., 2019; Chan- dra et al., 2021). After the hurricanes, the National Envi- ronmental Health Association (NEHA) received funding through a Centers for Dis- ease Control and Prevention (CDC) coop- erative agreement to support USVI and Puerto Rico in rebuilding and strengthening their EH program capacity. The goal was to rebuild and strengthen EH services and sys- tems after the hurricanes. The project aimed to train and provide hands-on experience to EH sta through mentorship, which builds a foundation of knowledge, skills, and field experience for these professionals to conduct inspections, assess hazards, and enhance their skills. The mentorship program sup- ported existing and newly hired EH sta in gaining or expanding technical and manage- ment skills. Mentorship Program Description The mentorship program incorporated training and hands-on experience for inspectors and leadership in the EH work- force in the USVI and Puerto Rico. Mentees
gained knowledge and skills in EH topics, while the leadership cohort focused on programmatic skills. Initially in person, the program pivoted to virtual due to travel restrictions in 2020 during the COVID-19 pandemic. The virtual format was essential for these isolated communities, and NEHA collaborated with CDC, the USVI Division of Environmental Health, and the Puerto Rico Department of Health to ensure rel- evant content. The program used a learning management system (LMS) and launched in March 2021.
Methods
Participant Characteristics A total of 21 mentees participated in the virtual program: 9 from USVI and 12 from Puerto Rico. Among the USVI participants, 6 were at the inspector level and 3 were at the leadership level. Among the Puerto Rico participants, 6 were at the inspector level and 6 were at the leadership level. Of the participating mentees, 33% held a degree in EH, while 11% had a certificate in EH. Some mentioned on-the-job experience and tak- ing Food and Drug Administration and Food Code courses. The majority (61%) had ≥10 years of experience in EH, while 33% had ≤3 years of experience.
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January/February 2024 • Journal of Environmental Health
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