Pub Date : 2024-08-08DOI: 10.1177/23733799241269944
Leah M. Brandis, Tonya M. Johnson, Maryan Carbuccia Abbott, Betty T. Izumi, Robin L. Baker, Brad M. Wipfli, Melinda M. Davis
Project ECHO® (Extension for Community Healthcare Outcomes) is a telementoring workforce development model. This manuscript describes the development, delivery, and evaluation of a Public Health Preceptor ECHO program as a strategy to boost knowledge and confidence of public health preceptors, who guide public health students through an applied practice experience (internship). The Public Health Preceptor ECHO is a collaborative effort between two Oregon schools of public health. The six-session ECHO was developed between summer and fall 2022 and first delivered in winter 2023. Participants completed fixed and open response surveys after each ECHO session and at the program’s end. Quantitative responses were analyzed using Stata and illustrative qualitative responses were selected to highlight program impacts. Forty-three individuals registered to participate in the ECHO and 27 participants attended each session on average. Participants reported increased knowledge and skills, especially in communication with interns. The ECHO also provided resources for further training and mentorship, and examples of administrative policies and protocols for managing an intern project. In addition to boosting preceptors’ confidence to support public health students, two impacts included a grant submission to establish a hub for student internship stipends and extending university-sponsored housing to public health students in rural communities. Project ECHO is a promising methodology for training future public health preceptors.
{"title":"Strengthening Public Health Preceptorship Through Project ECHO","authors":"Leah M. Brandis, Tonya M. Johnson, Maryan Carbuccia Abbott, Betty T. Izumi, Robin L. Baker, Brad M. Wipfli, Melinda M. Davis","doi":"10.1177/23733799241269944","DOIUrl":"https://doi.org/10.1177/23733799241269944","url":null,"abstract":"Project ECHO® (Extension for Community Healthcare Outcomes) is a telementoring workforce development model. This manuscript describes the development, delivery, and evaluation of a Public Health Preceptor ECHO program as a strategy to boost knowledge and confidence of public health preceptors, who guide public health students through an applied practice experience (internship). The Public Health Preceptor ECHO is a collaborative effort between two Oregon schools of public health. The six-session ECHO was developed between summer and fall 2022 and first delivered in winter 2023. Participants completed fixed and open response surveys after each ECHO session and at the program’s end. Quantitative responses were analyzed using Stata and illustrative qualitative responses were selected to highlight program impacts. Forty-three individuals registered to participate in the ECHO and 27 participants attended each session on average. Participants reported increased knowledge and skills, especially in communication with interns. The ECHO also provided resources for further training and mentorship, and examples of administrative policies and protocols for managing an intern project. In addition to boosting preceptors’ confidence to support public health students, two impacts included a grant submission to establish a hub for student internship stipends and extending university-sponsored housing to public health students in rural communities. Project ECHO is a promising methodology for training future public health preceptors.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141928509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-27DOI: 10.1177/23733799241263025
Delia L. Lang, Caroline M. Barry, U. Ibragimov, Juan L. Rodriguez, Elizabeth Reisinger Walker
In schools and programs of public health, active learning and restructured feedback strategies may improve student learning and course performance compared to traditional lecture-based formats and grading systems. To promote student engagement and active learning, we implemented the team-based learning (TBL) model and a restructured grading approach based on principles of “ungrading” in the required behavioral research methods course of a master’s level public health curriculum. We conducted a quasi-experimental, mixed-methods evaluation of the implementation of restructured grading approach (two sections, n = 46) compared to the traditional grading approach (two sections, n = 34). For the restructured grading sections, numeric grades were removed for weekly team quizzes and team assignments. We administered and analyzed pre- and post-course surveys to compare perceived mastery of course learning objectives, intrinsic motivation, and perceptions of grading and instructor feedback by grading approach. Additionally, we compared course grades and final paper grades by grading approach and conducted two focus groups (one for each approach). The results indicate that students’ learning, satisfaction, and perceptions of the course were mainly equivalent across grading approaches. Students in the restructured grading sections demonstrated a few modestly improved outcomes compared to their peers in the traditional grading courses. Students in the restructured grading sections had slightly higher mean course grades, reported greater increase in confidence to critically evaluate research designs, and found team quizzes to be more helpful. Removing grades for team quizzes and assignments supported student learning and reduced student stress.
{"title":"Lowering the Stakes: Quasi-Experimental, Mixed-Methods Evaluation of a Restructured Grading Approach in a Graduate Public Health Research Methods Course","authors":"Delia L. Lang, Caroline M. Barry, U. Ibragimov, Juan L. Rodriguez, Elizabeth Reisinger Walker","doi":"10.1177/23733799241263025","DOIUrl":"https://doi.org/10.1177/23733799241263025","url":null,"abstract":"In schools and programs of public health, active learning and restructured feedback strategies may improve student learning and course performance compared to traditional lecture-based formats and grading systems. To promote student engagement and active learning, we implemented the team-based learning (TBL) model and a restructured grading approach based on principles of “ungrading” in the required behavioral research methods course of a master’s level public health curriculum. We conducted a quasi-experimental, mixed-methods evaluation of the implementation of restructured grading approach (two sections, n = 46) compared to the traditional grading approach (two sections, n = 34). For the restructured grading sections, numeric grades were removed for weekly team quizzes and team assignments. We administered and analyzed pre- and post-course surveys to compare perceived mastery of course learning objectives, intrinsic motivation, and perceptions of grading and instructor feedback by grading approach. Additionally, we compared course grades and final paper grades by grading approach and conducted two focus groups (one for each approach). The results indicate that students’ learning, satisfaction, and perceptions of the course were mainly equivalent across grading approaches. Students in the restructured grading sections demonstrated a few modestly improved outcomes compared to their peers in the traditional grading courses. Students in the restructured grading sections had slightly higher mean course grades, reported greater increase in confidence to critically evaluate research designs, and found team quizzes to be more helpful. Removing grades for team quizzes and assignments supported student learning and reduced student stress.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141798468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1177/23733799241263021
Albina N. Minlikeeva, S. Przybyla
People with disabilities experience a higher burden of chronic diseases compared to people with no disabilities. To emphasize the importance of addressing health-related disparities affecting this population, multiple objectives of Healthy People 2030 focus on people with disabilities. Accomplishing these objectives requires a culturally competent public health workforce knowledgeable about the health issues and health-related factors affecting people with disabilities and evidence-based public health strategies for effective interventions. To prepare future public health professionals to be a part of efforts of diversity, equity, and inclusion, we developed and implemented a course on disability which was offered as an upper-level elective to students pursuing undergraduate training in public health. We structured the course around selected objectives of Healthy People 2030 and evidence-based strategies mapped to these objectives. The course framework allows for the development of proficiency and competency in these areas through learning about the basic disability-related terms, health issues, health-related behaviors, and social determinants of health affecting people with disabilities. We also aligned the course with the specific accreditation criteria outlined by the Council on Education for Public Health and disability competencies. There is an urgent need for future public health professionals to understand the challenges experienced by people with disabilities and be able to address them. Designing and implementing courses meeting the accreditation criteria and aligned with the national public health objectives could help strengthen the appropriate knowledge and skills of the future public health workforce.
{"title":"Design and Implementation of a Course to Meet the Demand for a Skilled Public Health Workforce to Address the Needs of People With Disabilities","authors":"Albina N. Minlikeeva, S. Przybyla","doi":"10.1177/23733799241263021","DOIUrl":"https://doi.org/10.1177/23733799241263021","url":null,"abstract":"People with disabilities experience a higher burden of chronic diseases compared to people with no disabilities. To emphasize the importance of addressing health-related disparities affecting this population, multiple objectives of Healthy People 2030 focus on people with disabilities. Accomplishing these objectives requires a culturally competent public health workforce knowledgeable about the health issues and health-related factors affecting people with disabilities and evidence-based public health strategies for effective interventions. To prepare future public health professionals to be a part of efforts of diversity, equity, and inclusion, we developed and implemented a course on disability which was offered as an upper-level elective to students pursuing undergraduate training in public health. We structured the course around selected objectives of Healthy People 2030 and evidence-based strategies mapped to these objectives. The course framework allows for the development of proficiency and competency in these areas through learning about the basic disability-related terms, health issues, health-related behaviors, and social determinants of health affecting people with disabilities. We also aligned the course with the specific accreditation criteria outlined by the Council on Education for Public Health and disability competencies. There is an urgent need for future public health professionals to understand the challenges experienced by people with disabilities and be able to address them. Designing and implementing courses meeting the accreditation criteria and aligned with the national public health objectives could help strengthen the appropriate knowledge and skills of the future public health workforce.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141805174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-23DOI: 10.1177/23733799241263000
Elizabeth Reisinger Walker, Sarita Pathak, Dawn L. Comeau
Greater use of antiracist and inclusive pedagogy is necessary to address racism in public health education. To effectively prepare the next generation of public health faculty who can support diverse cohorts of students in developing the skills needed to promote health equity, such pedagogies must be integrated into doctoral teaching training. Based on our experiences as co-instructors and student of a doctoral-level course on teaching public health, we offer recommendations for integrating antiracist and inclusive pedagogies into doctoral teaching training. First, integrating student voices, such as letters to academic institutions demanding changes to address institutional racism, can prompt reflection and discussion on how doctoral students’ teaching can contribute to antiracist work. Second, pedagogy courses offer the opportunity to model inclusive teaching strategies that value the participation and perspectives of all students. Third, mentored teaching experiences provide doctoral students opportunities to meaningfully engage in course preparation and delivery, including reflexive consideration of positionality in the context of the course. Fourth, instructors and doctoral students must engage in ongoing and collaborative learning, reflection, discovery, and accountability. We encourage public health programs to assess how antiracist and inclusive pedagogies fit into doctoral teaching training and implement further steps to better prepare future faculty to become antiracist educators.
{"title":"Recommendations for Integrating Anti-Racist and Inclusive Pedagogy Strategies into Doctoral Teaching Training in Public Health","authors":"Elizabeth Reisinger Walker, Sarita Pathak, Dawn L. Comeau","doi":"10.1177/23733799241263000","DOIUrl":"https://doi.org/10.1177/23733799241263000","url":null,"abstract":"Greater use of antiracist and inclusive pedagogy is necessary to address racism in public health education. To effectively prepare the next generation of public health faculty who can support diverse cohorts of students in developing the skills needed to promote health equity, such pedagogies must be integrated into doctoral teaching training. Based on our experiences as co-instructors and student of a doctoral-level course on teaching public health, we offer recommendations for integrating antiracist and inclusive pedagogies into doctoral teaching training. First, integrating student voices, such as letters to academic institutions demanding changes to address institutional racism, can prompt reflection and discussion on how doctoral students’ teaching can contribute to antiracist work. Second, pedagogy courses offer the opportunity to model inclusive teaching strategies that value the participation and perspectives of all students. Third, mentored teaching experiences provide doctoral students opportunities to meaningfully engage in course preparation and delivery, including reflexive consideration of positionality in the context of the course. Fourth, instructors and doctoral students must engage in ongoing and collaborative learning, reflection, discovery, and accountability. We encourage public health programs to assess how antiracist and inclusive pedagogies fit into doctoral teaching training and implement further steps to better prepare future faculty to become antiracist educators.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141812991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The absence of targeted online teaching development opportunities in graduate education may hamper faculty readiness to ensure engagement, learning, and student success in the online learning environment. Faculty are often hired for their subject matter expertise rather than their proficiency in teaching online. Student and faculty success in the online environment requires foundational teaching knowledge and an understanding of the differences between traditional and online teaching. A 4-week asynchronous course was designed to mirror a real-world online course aimed at educating educators. The course consisted of foundational learning theories and practices, curriculum and course design, engagement and presence, and course delivery methods. The course was offered 10 times over 3 years and completed by 258 public health and health profession faculty, teaching and postdoctoral staff, and doctoral students. End-of-course evaluations indicated that participants found it valuable to be in an online course in the student role and felt more prepared to teach online. The teaching online professional development course has highlighted the importance of new or continuing faculty development in asynchronous learning.
{"title":"Navigating the Online Classroom: Developing Online Teaching Skills in Graduate Public Health & Health Professions Education","authors":"Analisa McMillan, Nicole Kolm-Valdivia, Kendra Schmid, Tanya Custer, Christine Arcari","doi":"10.1177/23733799241258441","DOIUrl":"https://doi.org/10.1177/23733799241258441","url":null,"abstract":"The absence of targeted online teaching development opportunities in graduate education may hamper faculty readiness to ensure engagement, learning, and student success in the online learning environment. Faculty are often hired for their subject matter expertise rather than their proficiency in teaching online. Student and faculty success in the online environment requires foundational teaching knowledge and an understanding of the differences between traditional and online teaching. A 4-week asynchronous course was designed to mirror a real-world online course aimed at educating educators. The course consisted of foundational learning theories and practices, curriculum and course design, engagement and presence, and course delivery methods. The course was offered 10 times over 3 years and completed by 258 public health and health profession faculty, teaching and postdoctoral staff, and doctoral students. End-of-course evaluations indicated that participants found it valuable to be in an online course in the student role and felt more prepared to teach online. The teaching online professional development course has highlighted the importance of new or continuing faculty development in asynchronous learning.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141368851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-04DOI: 10.1177/23733799241258448
Jennifer D Taylor, Danielle Bruno
Recognizing the intersection of cultural competency and social determinants of health is a pivotal aspect of enhancing health outcomes. In this retrospective cohort study, we sought to assess the influence of a 2-year leadership program on participants’ knowledge and self-confidence in utilizing social risk-targeted care to advocate for individual health and well-being. From 2018 to 2022, 318 health profession students completed the comprehensive 2-year program, and completed the program evaluation, which gauged the program’s impact on their knowledge and confidence to utilize social risk advocacy for those they serve. The data analysis revealed a statistically significant positive change between the pre-test and post-test phases regarding students’ self-reported comprehension of how an individual’s culture or background can impact their overall health and healthcare choices. There was a notable improvement in self-efficacy related to catering to the unique needs of individuals in rural and underserved settings as well as an increased intent to practice in underserved communities. The findings underscore the affirmative influence of affording students the opportunity to engage in tailored didactic training and community-based learning designed to cultivate the self-confidence necessary to advocate for health equity within their communities.
{"title":"Training Health Professional Students as Social Risk Advocates","authors":"Jennifer D Taylor, Danielle Bruno","doi":"10.1177/23733799241258448","DOIUrl":"https://doi.org/10.1177/23733799241258448","url":null,"abstract":"Recognizing the intersection of cultural competency and social determinants of health is a pivotal aspect of enhancing health outcomes. In this retrospective cohort study, we sought to assess the influence of a 2-year leadership program on participants’ knowledge and self-confidence in utilizing social risk-targeted care to advocate for individual health and well-being. From 2018 to 2022, 318 health profession students completed the comprehensive 2-year program, and completed the program evaluation, which gauged the program’s impact on their knowledge and confidence to utilize social risk advocacy for those they serve. The data analysis revealed a statistically significant positive change between the pre-test and post-test phases regarding students’ self-reported comprehension of how an individual’s culture or background can impact their overall health and healthcare choices. There was a notable improvement in self-efficacy related to catering to the unique needs of individuals in rural and underserved settings as well as an increased intent to practice in underserved communities. The findings underscore the affirmative influence of affording students the opportunity to engage in tailored didactic training and community-based learning designed to cultivate the self-confidence necessary to advocate for health equity within their communities.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141266419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.1177/23733799241234870
Virginia G. Briggs
Graduates of Master of Public Health programs may lack appropriate skills in data analysis, and would benefit from practice with research data. Datasets that contain health information relevant to student interests, and that are appropriate sizes for class use can be difficult to locate. The National Health and Nutrition Examination Survey is a study that collects both survey and health examination information from a national sample every 2 years. I present a sample of this dataset, with examples of how to use it for human health related questions. Instructions for how to access and create additional, customized datasets are also provided. Instructors may consider investigating this rich data source and providing students with subsets of these data for class assignments, projects and master’s theses.
{"title":"The National Health and Nutrition Examination Survey as a Tool to Teach Data Analysis to Public Health Students","authors":"Virginia G. Briggs","doi":"10.1177/23733799241234870","DOIUrl":"https://doi.org/10.1177/23733799241234870","url":null,"abstract":"Graduates of Master of Public Health programs may lack appropriate skills in data analysis, and would benefit from practice with research data. Datasets that contain health information relevant to student interests, and that are appropriate sizes for class use can be difficult to locate. The National Health and Nutrition Examination Survey is a study that collects both survey and health examination information from a national sample every 2 years. I present a sample of this dataset, with examples of how to use it for human health related questions. Instructions for how to access and create additional, customized datasets are also provided. Instructors may consider investigating this rich data source and providing students with subsets of these data for class assignments, projects and master’s theses.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141412800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-21DOI: 10.1177/23733799241254065
Rolena Stephenson, Carol Cox
A strong professional identity (PI), seeing oneself as a member of a professional community of practice, is important for student academic and motivational outcomes during transition from college to the work setting. Many educational strategies have been successfully used in medical and other health professions education to support student PI formation. The purpose of this study was to determine the scope and sequence of pedagogical and extra-curricular strategies used by undergraduate public health programs to support student PI formation. An online survey was created and distributed to public health program chairs/directors from all CEPH-accredited undergraduate United States public health programs. Results generally confirmed that the PI formation strategies of curricular training, work-integrated learning, and role-modeling were being implemented in respondents’ accredited undergraduate programs. However, some areas for improvement in offerings and their sequencing were identified. It is recommended that all PI formation strategies be introduced early in the program and constantly emphasized and reinforced so students continually view themselves as part of a professional community of practice. Analysis of the types and timing of PI formation strategies can provide insight on focus areas for improvements that may impact public health student academic achievement, satisfaction, and retention in the program.
强烈的职业认同感（PI），即把自己视为专业实践社区的一员，对于学生从大学过渡到工作环境期间的学业和动力成果非常重要。许多教育策略已成功应用于医学和其他健康专业教育，以支持学生形成职业认同。本研究的目的是确定本科公共卫生课程使用的教学和课外策略的范围和顺序，以支持学生 PI 的形成。我们制作了一份在线调查问卷，并分发给美国所有经 CEPH 认证的本科公共卫生项目的公共卫生项目主席/主任。结果普遍证实，在受访者认可的本科项目中，正在实施课程培训、工作一体化学习和榜样示范等 PI 培养策略。不过，也发现了一些在课程设置及其排序方面有待改进的地方。建议在课程初期引入所有 PI 培养策略，并不断强调和强化，使学生不断将自己视为专业实践社区的一分子。通过分析 PI 培养策略的类型和时间安排，可以深入了解需要改进的重点领域，这些领域可能会影响公共卫生学生的学业成绩、满意度和在课程中的保留率。
{"title":"Professional Identity Formation Strategies in Undergraduate Public Health Programs","authors":"Rolena Stephenson, Carol Cox","doi":"10.1177/23733799241254065","DOIUrl":"https://doi.org/10.1177/23733799241254065","url":null,"abstract":"A strong professional identity (PI), seeing oneself as a member of a professional community of practice, is important for student academic and motivational outcomes during transition from college to the work setting. Many educational strategies have been successfully used in medical and other health professions education to support student PI formation. The purpose of this study was to determine the scope and sequence of pedagogical and extra-curricular strategies used by undergraduate public health programs to support student PI formation. An online survey was created and distributed to public health program chairs/directors from all CEPH-accredited undergraduate United States public health programs. Results generally confirmed that the PI formation strategies of curricular training, work-integrated learning, and role-modeling were being implemented in respondents’ accredited undergraduate programs. However, some areas for improvement in offerings and their sequencing were identified. It is recommended that all PI formation strategies be introduced early in the program and constantly emphasized and reinforced so students continually view themselves as part of a professional community of practice. Analysis of the types and timing of PI formation strategies can provide insight on focus areas for improvements that may impact public health student academic achievement, satisfaction, and retention in the program.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141117181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.1177/23733799241247153
Amy S. Hedman-Robertson
{"title":"Celebrating 10 Years of Pedagogy in Health Promotion: An Invitation to Advance the Field of Community Engagement and Service-Learning","authors":"Amy S. Hedman-Robertson","doi":"10.1177/23733799241247153","DOIUrl":"https://doi.org/10.1177/23733799241247153","url":null,"abstract":"","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.1177/23733799241253331
{"title":"Pedagogy in Health Promotion: The Scholarship of Teaching & Learning 2023 Paper of the Year Award","authors":"","doi":"10.1177/23733799241253331","DOIUrl":"https://doi.org/10.1177/23733799241253331","url":null,"abstract":"","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140971633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：