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Expanding CERC Beyond Public Health: Sharing Best Practices With Healthcare Managers via Virtual Learning

Seton Center for Community Health, at Seton Hall University, South Orange, New Jersey

Susan S. Spencer, PhD

Seton-WorldWide at Seton Hall University, South Orange, New Jersey

Rameshsharma Ramloll, PhD

Idaho State University, Pocatello, Idaho

Heidi Trotta, MA

Learning and Technology Center at Seton Hall University, South Orange, New Jersey

Developed by the Center for Disease Control and Prevention in 2002, the Crisis Emergency and Risk Communication (CERC) training module is a nationally and internationally recognized communication model. With the looming threat of a pandemic and the potential for a protracted ongoing siege, a valuable opportunity exists to introduce crisis and emergency preparedness communication best practices to a new population—health care managers and administrators. The CERC toolkit and resources, provide an easy, turn-key solution and a validated template for educators who are not directly involved in public health education but desire to share this content. In this example, graduate students enrolled in an Master of Health Administration program, used a Play2Train scenario, located in the virtual learning environment of SecondLife (2007), to incorporate concepts from the CERC model. By applying the CERC best practices in a real-time virtual learning scenario, students learned collaboration and the leadership competencies necessary to help implement Joint Commission on Accreditation of Health Organizations emergency communication protocols and community collaboration requirements. By expanding the impact of the CERC model and developing unified risk communication responses and information sharing, all health professionals can enhance the effectiveness of their emergency preparedness plans so that the public can be better served.

Key Words: CERC • emergency preparedness • healthcare managers • virtual learning • pandemic communication

Health Promotion Practice, Vol. 9, No. 4 suppl, 83S-87S (2008)
DOI: 10.1177/1524839908319090


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