Pub Date : 2021-10-12DOI: 10.1177/23733799211051403
J. Kruger, S. Godley, S. Heavey
The past year has challenged educators in all directions, from switching courses to an online format overnight to addressing student needs within and outside the classroom, and many external factors have extensively affected student performance and engagement. In the United States, the COVID-19 pandemic and a myriad other sociopolitical movements highlight the need for faculty to go beyond educating and start building deeper connections with students. This article provides a rationale for providing an intentionally supportive classroom environment for public health students and outlines the benefits not only to the students but also to the faculty and institution. Furthermore, this article identifies necessary boundaries to caring, including setting appropriate limits and maintaining professional student–educator relationships. Creating an inclusive and supportive learning environment is important not only for training future health professionals but also for cultivating a culture of caring among the profession.
{"title":"Developing a Culture of Caring in Classrooms: Best Practices During a Global Pandemic and Beyond","authors":"J. Kruger, S. Godley, S. Heavey","doi":"10.1177/23733799211051403","DOIUrl":"https://doi.org/10.1177/23733799211051403","url":null,"abstract":"The past year has challenged educators in all directions, from switching courses to an online format overnight to addressing student needs within and outside the classroom, and many external factors have extensively affected student performance and engagement. In the United States, the COVID-19 pandemic and a myriad other sociopolitical movements highlight the need for faculty to go beyond educating and start building deeper connections with students. This article provides a rationale for providing an intentionally supportive classroom environment for public health students and outlines the benefits not only to the students but also to the faculty and institution. Furthermore, this article identifies necessary boundaries to caring, including setting appropriate limits and maintaining professional student–educator relationships. Creating an inclusive and supportive learning environment is important not only for training future health professionals but also for cultivating a culture of caring among the profession.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"99 - 103"},"PeriodicalIF":1.5,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41931449","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 : 2021-10-12DOI: 10.1177/23733799211050088
Robert W. S. Coulter, L. Onufer
We theorized that integrating student-led class activities would foster accountability and active learning in a graduate-level public health implementation science course. We used mixed methods to collect students’ feedback about two active-learning teaching techniques, wherein students were randomly selected to lead class discussions and deliver short, informal “snapshot” lectures. Students reported that both activities encouraged student initiative, engagement with the material, and completion of the assigned readings. However, students thought that the student-led discussions were more enjoyable, made the course more interesting, and contributed more to their learning. These techniques can stimulate active learning and student accountability in public health courses.
{"title":"Using Student-Led Discussions and Snapshot Lectures to Stimulate Active Learning and Accountability: A Mixed Methods Study on Teaching an Implementation Science Course","authors":"Robert W. S. Coulter, L. Onufer","doi":"10.1177/23733799211050088","DOIUrl":"https://doi.org/10.1177/23733799211050088","url":null,"abstract":"We theorized that integrating student-led class activities would foster accountability and active learning in a graduate-level public health implementation science course. We used mixed methods to collect students’ feedback about two active-learning teaching techniques, wherein students were randomly selected to lead class discussions and deliver short, informal “snapshot” lectures. Students reported that both activities encouraged student initiative, engagement with the material, and completion of the assigned readings. However, students thought that the student-led discussions were more enjoyable, made the course more interesting, and contributed more to their learning. These techniques can stimulate active learning and student accountability in public health courses.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"30 - 40"},"PeriodicalIF":1.5,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44036607","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 : 2021-10-11DOI: 10.1177/23733799211048517
Gabriella Pandolfelli, A. Hammock, Leah Topek-Walker, Matthew D’Ambrosio, Talissa Tejada, Carol Della Ratta, M. E. Lasala, J. Koos, V. Lewis, Lisa Benz Scott
The Stony Brook Medicine Healthy Libraries Program (HeLP) is an interprofessional team-based experiential learning opportunity for health professional students. University faculty members in the fields of nursing, public health, social work, and library science collaborated with four suburban public library directors to design, implement, and evaluate a team-based interprofessional service-learning experience, in which supervised students engaged in health monitoring and promotion in the library setting. Participating students were enrolled in either a semester-long population health course (n = 16), a Master of Social Work fieldwork internship (n = 2), a Master of Library Science internship (n = 1), or a Master of Public Health practicum (n = 2). HeLP faculty educated students on content, library culture, communication, professional roles/responsibilities, and documentation using standardized data collection tools. Concurrently, the interprofessional student teams delivered resources to patrons 1 day a week, with alternating locations, for a minimum of 2 hours per visit over the course of 6 weeks. HeLP provided students with an opportunity to apply core competencies based on the Interprofessional Education Collaborative. The team-based approach fostered interprofessional learning, as students worked together to assist library patrons on health and social needs. Throughout the program’s duration, students documented the type of resources provided, the types of encounters between team members, and the number of referrals. Student learning was assessed after program completion using three open-ended reflection questions.
{"title":"An Interprofessional Team-Based Experiential Learning Experience in Public Libraries","authors":"Gabriella Pandolfelli, A. Hammock, Leah Topek-Walker, Matthew D’Ambrosio, Talissa Tejada, Carol Della Ratta, M. E. Lasala, J. Koos, V. Lewis, Lisa Benz Scott","doi":"10.1177/23733799211048517","DOIUrl":"https://doi.org/10.1177/23733799211048517","url":null,"abstract":"The Stony Brook Medicine Healthy Libraries Program (HeLP) is an interprofessional team-based experiential learning opportunity for health professional students. University faculty members in the fields of nursing, public health, social work, and library science collaborated with four suburban public library directors to design, implement, and evaluate a team-based interprofessional service-learning experience, in which supervised students engaged in health monitoring and promotion in the library setting. Participating students were enrolled in either a semester-long population health course (n = 16), a Master of Social Work fieldwork internship (n = 2), a Master of Library Science internship (n = 1), or a Master of Public Health practicum (n = 2). HeLP faculty educated students on content, library culture, communication, professional roles/responsibilities, and documentation using standardized data collection tools. Concurrently, the interprofessional student teams delivered resources to patrons 1 day a week, with alternating locations, for a minimum of 2 hours per visit over the course of 6 weeks. HeLP provided students with an opportunity to apply core competencies based on the Interprofessional Education Collaborative. The team-based approach fostered interprofessional learning, as students worked together to assist library patrons on health and social needs. Throughout the program’s duration, students documented the type of resources provided, the types of encounters between team members, and the number of referrals. Student learning was assessed after program completion using three open-ended reflection questions.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"54 - 63"},"PeriodicalIF":1.5,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44155048","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 : 2021-10-07DOI: 10.1177/23733799211049260
Laura Bohen, S. Heim, Laura Perdue, Anne Dybsetter
In 2017, the University of Minnesota Extension launched an online program called “Systems Approaches to Healthy Communities” that targets public health professionals and health promotion advocates to address how policy, systems, and environment interact with their work. This program was developed through evaluation of existing programs and content to expand reach for Minnesota Extension. Through five modules (Frameworks for Healthy Communities, Taking a Systems Approach, Engaging with Communities, Knowing Your Community, Putting It All Together), participants are informed on their role in public health efforts, barriers to lasting change in communities, and how to coordinate their work with local partners they might not have otherwise. Systems Approaches to Healthy Communities was developed following a number of pilots and revisions, which will benefit others looking to develop novel online programming or translate existing curricula to new modalities.
{"title":"Promoting the Integration of Policy, Systems, and Environmental Change Interventions Through a Web-Based Professional Development Program","authors":"Laura Bohen, S. Heim, Laura Perdue, Anne Dybsetter","doi":"10.1177/23733799211049260","DOIUrl":"https://doi.org/10.1177/23733799211049260","url":null,"abstract":"In 2017, the University of Minnesota Extension launched an online program called “Systems Approaches to Healthy Communities” that targets public health professionals and health promotion advocates to address how policy, systems, and environment interact with their work. This program was developed through evaluation of existing programs and content to expand reach for Minnesota Extension. Through five modules (Frameworks for Healthy Communities, Taking a Systems Approach, Engaging with Communities, Knowing Your Community, Putting It All Together), participants are informed on their role in public health efforts, barriers to lasting change in communities, and how to coordinate their work with local partners they might not have otherwise. Systems Approaches to Healthy Communities was developed following a number of pilots and revisions, which will benefit others looking to develop novel online programming or translate existing curricula to new modalities.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"280 - 286"},"PeriodicalIF":1.5,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41967490","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 : 2021-10-04DOI: 10.1177/23733799211043133
Kiana D Bess, M. Andrews, W. Lopez
Social determinants of health (SDOH), or the conditions in which people are born, live, learn, work, and age, influence health behavior and health outcomes. Often, in health education and behavior literature, emphasis is placed on individual behavior. However, scholars are beginning to move more upstream and incorporate SDOH frameworks into public health research. Thus, teaching SDOH is necessary for the next generation of public health scholars. In the COVID-19 pandemic era, SDOH are more prominent than ever as we educate and advocate to increase health equity. We present four strategies on teaching SDOH to master-level candidates in a virtual “Zoom-fatigue” environment during high-profile world events such as the COVID-19 pandemic, racialized police violence, and a contested election.
{"title":"Teaching Social Determinants of Health as the World Burns Down: Strategies Learned From Teaching in a Pandemic","authors":"Kiana D Bess, M. Andrews, W. Lopez","doi":"10.1177/23733799211043133","DOIUrl":"https://doi.org/10.1177/23733799211043133","url":null,"abstract":"Social determinants of health (SDOH), or the conditions in which people are born, live, learn, work, and age, influence health behavior and health outcomes. Often, in health education and behavior literature, emphasis is placed on individual behavior. However, scholars are beginning to move more upstream and incorporate SDOH frameworks into public health research. Thus, teaching SDOH is necessary for the next generation of public health scholars. In the COVID-19 pandemic era, SDOH are more prominent than ever as we educate and advocate to increase health equity. We present four strategies on teaching SDOH to master-level candidates in a virtual “Zoom-fatigue” environment during high-profile world events such as the COVID-19 pandemic, racialized police violence, and a contested election.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"95 - 98"},"PeriodicalIF":1.5,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41475675","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 : 2021-09-23DOI: 10.1177/23733799211037374
Krysten Blackford, Kieran Birney, Shefali Sharma, G. Crawford, Matt Tilley, S. Winter, J. Hendriks
Universities are undergoing rapid and unprecedented changes due to the COVID-19 pandemic, and the needs of learners during this transition are not necessarily well understood or addressed. This study aimed to examine the impact of the “remote internal” unit delivery in a large Western Australian university, as experienced by students and teaching staff within a department of health promotion and sexology (DHPS). In the remote internal mode, previously “internal” (face-to-face) students received prerecorded lectures and attended workshops and seminars in real time through use of the learning platforms. The mixed methods study was conducted across three phases in 2020. A quantitative online student survey was followed by student and teaching staff focus groups and document analysis. Six themes were uncovered regarding the student experience of the remote internal mode: (1) face-to-face contact provides a sense of community, (2) online learning is better when it is interactive, (3) online learning is convenient, (4) delivery mode affects student willingness to contribute to discussions, (5) students enjoy a mixture of teaching patterns, and (6) technological issues create barriers to effective learning. Five themes were revealed regarding teaching staff experience of the remote internal mode: (1) connections matter, (2) face-to-face delivery enhances engagement, (3) learning outcomes are a priority for teaching staff, (4) online delivery needs effective supports, and (5) students have online privacy concerns. Considerations for course modalities, methods to enhance interactivity, and supportive technology and infrastructure are recommended to ensure that the technological, demographic, and socio-environmental needs of students are adequately met.
{"title":"Health Promotion and Sexology Student and Teaching Staff Perspectives of Online Learning and Teaching During COVID-19: A Mixed Methods Study","authors":"Krysten Blackford, Kieran Birney, Shefali Sharma, G. Crawford, Matt Tilley, S. Winter, J. Hendriks","doi":"10.1177/23733799211037374","DOIUrl":"https://doi.org/10.1177/23733799211037374","url":null,"abstract":"Universities are undergoing rapid and unprecedented changes due to the COVID-19 pandemic, and the needs of learners during this transition are not necessarily well understood or addressed. This study aimed to examine the impact of the “remote internal” unit delivery in a large Western Australian university, as experienced by students and teaching staff within a department of health promotion and sexology (DHPS). In the remote internal mode, previously “internal” (face-to-face) students received prerecorded lectures and attended workshops and seminars in real time through use of the learning platforms. The mixed methods study was conducted across three phases in 2020. A quantitative online student survey was followed by student and teaching staff focus groups and document analysis. Six themes were uncovered regarding the student experience of the remote internal mode: (1) face-to-face contact provides a sense of community, (2) online learning is better when it is interactive, (3) online learning is convenient, (4) delivery mode affects student willingness to contribute to discussions, (5) students enjoy a mixture of teaching patterns, and (6) technological issues create barriers to effective learning. Five themes were revealed regarding teaching staff experience of the remote internal mode: (1) connections matter, (2) face-to-face delivery enhances engagement, (3) learning outcomes are a priority for teaching staff, (4) online delivery needs effective supports, and (5) students have online privacy concerns. Considerations for course modalities, methods to enhance interactivity, and supportive technology and infrastructure are recommended to ensure that the technological, demographic, and socio-environmental needs of students are adequately met.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"111 - 125"},"PeriodicalIF":1.5,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49362527","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 : 2021-09-22DOI: 10.1177/23733799211035812
Ameena Batada, Audrey E. Thomas, D. Holtz
Community-engaged (or service) learning is a common approach in health promotion and undergraduate education and can provide students with an opportunity to learn about the social determinants of health and policy change and advocacy. Students can support organizations with policy advocacy to promote more equitable resource allocation in communities close to campus and take these skills into their future professions. This article presents an overview of and the lessons learned from a “data-to-action” approach, as well as a summary of students’ perceptions on being part of a class taking this approach. In partnership with community organizations advocating for policy change, a data-to-action approach engages and guides students in primary and/or secondary data collection, analysis, and reporting. Through the projects described in this article, students observed how policy change can affect the social determinants of health, and they contributed to advocacy efforts for policy change, such as extending bus routes, reducing the marketing and sales of tobacco, and prioritizing resources for people who are houseless. Overall, students reported that they gained familiarity with local communities and with research and other professional skills. A data-to-action approach has the potential to benefit both students and community organizations’ local advocacy efforts.
{"title":"Utilizing a Data-to-Action Approach to Cultivate Policy Research and Advocacy Skills in Community-Engaged Health Promotion Courses","authors":"Ameena Batada, Audrey E. Thomas, D. Holtz","doi":"10.1177/23733799211035812","DOIUrl":"https://doi.org/10.1177/23733799211035812","url":null,"abstract":"Community-engaged (or service) learning is a common approach in health promotion and undergraduate education and can provide students with an opportunity to learn about the social determinants of health and policy change and advocacy. Students can support organizations with policy advocacy to promote more equitable resource allocation in communities close to campus and take these skills into their future professions. This article presents an overview of and the lessons learned from a “data-to-action” approach, as well as a summary of students’ perceptions on being part of a class taking this approach. In partnership with community organizations advocating for policy change, a data-to-action approach engages and guides students in primary and/or secondary data collection, analysis, and reporting. Through the projects described in this article, students observed how policy change can affect the social determinants of health, and they contributed to advocacy efforts for policy change, such as extending bus routes, reducing the marketing and sales of tobacco, and prioritizing resources for people who are houseless. Overall, students reported that they gained familiarity with local communities and with research and other professional skills. A data-to-action approach has the potential to benefit both students and community organizations’ local advocacy efforts.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"216 - 223"},"PeriodicalIF":1.5,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47986555","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 : 2021-09-22DOI: 10.1177/23733799211038023
Jody O. Early, Andrea Stone, C. Nieto, Carmen Gonzalez
The COVID-19 pandemic and simultaneous “infodemic” have amplified the need for electronic health (eHealth) literacy, one’s ability to find, evaluate, and apply online health information to make health decisions. To date, only a few studies have examined eHealth literacy among U.S. college students. The purpose of this study was to assess and compare the eHealth literacy of students attending 4-year and 2-year colleges in the Pacific Northwest. A purposeful sample of 781 college students enrolled in nonhealth- and health-related programs completed an electronic version of the eHealth Literacy Scale (eHEALS). Descriptive, bivariate, and logistical regression were used in the data analyses. Results showed that while there were no significant differences in composite scores by the demographic variables explored, differences on individual eHEALS items emerged between 2-year and 4-year college students, by the first-generation status, and by gender. First-generation students’ mean scores were lower in all areas of eHealth literacy when compared with non-first-generation students. Chi-square tests revealed significant differences in first-generation students’ perceived ability to know how (χ2 = 5.4, p = .020) and where (χ2 = 6.7, p = .010) to find health resources on the internet, as well as how to tell high-quality from low-quality health resources (χ2 = 5.0, p = .025). Students who identified as male were more likely than females to agree that they are “confident in using information from the internet to make health decisions” (p = .028). Our findings underscore the need to strengthen higher education curricula and pedagogy to improve students’ eHealth literacy.
2019冠状病毒病大流行和同时发生的“信息大流行”扩大了对电子卫生(eHealth)素养的需求，即人们查找、评估和应用在线卫生信息以做出卫生决策的能力。迄今为止，只有少数研究调查了美国大学生的电子健康素养。本研究的目的是评估和比较太平洋西北地区四年制和两年制大学学生的电子健康素养。781名参加非健康和健康相关项目的大学生完成了电子健康素养量表(eHEALS)的电子版样本。在数据分析中使用了描述性、双变量和逻辑回归。结果显示，虽然人口统计学变量的综合得分没有显著差异，但在个体eHEALS项目上，两年制和四年制大学生、第一代身份和性别之间存在差异。与非第一代学生相比，第一代学生在电子健康素养各个领域的平均得分都较低。卡方检验显示，第一代学生对如何(χ2 = 5.4, p = 0.020)和在哪里(χ2 = 6.7, p = 0.010)查找互联网卫生资源以及如何区分优质和劣质卫生资源的感知能力存在显著差异(χ2 = 5.0, p = 0.025)。自认为是男性的学生比女性更有可能同意他们“对使用互联网信息做出健康决定有信心”(p = 0.028)。我们的研究结果强调了加强高等教育课程和教学方法以提高学生电子健康素养的必要性。
{"title":"eHealth Literacy of 2-Year and 4-Year College Students: Implications for Health Education in a Post-Truth Era","authors":"Jody O. Early, Andrea Stone, C. Nieto, Carmen Gonzalez","doi":"10.1177/23733799211038023","DOIUrl":"https://doi.org/10.1177/23733799211038023","url":null,"abstract":"The COVID-19 pandemic and simultaneous “infodemic” have amplified the need for electronic health (eHealth) literacy, one’s ability to find, evaluate, and apply online health information to make health decisions. To date, only a few studies have examined eHealth literacy among U.S. college students. The purpose of this study was to assess and compare the eHealth literacy of students attending 4-year and 2-year colleges in the Pacific Northwest. A purposeful sample of 781 college students enrolled in nonhealth- and health-related programs completed an electronic version of the eHealth Literacy Scale (eHEALS). Descriptive, bivariate, and logistical regression were used in the data analyses. Results showed that while there were no significant differences in composite scores by the demographic variables explored, differences on individual eHEALS items emerged between 2-year and 4-year college students, by the first-generation status, and by gender. First-generation students’ mean scores were lower in all areas of eHealth literacy when compared with non-first-generation students. Chi-square tests revealed significant differences in first-generation students’ perceived ability to know how (χ2 = 5.4, p = .020) and where (χ2 = 6.7, p = .010) to find health resources on the internet, as well as how to tell high-quality from low-quality health resources (χ2 = 5.0, p = .025). Students who identified as male were more likely than females to agree that they are “confident in using information from the internet to make health decisions” (p = .028). Our findings underscore the need to strengthen higher education curricula and pedagogy to improve students’ eHealth literacy.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"9 - 21"},"PeriodicalIF":1.5,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47517772","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 : 2021-09-22DOI: 10.1177/23733799211041136
Duke D. Biber, Peter Stoepker, S. Gross, Jennifer Heidorn, Gina Brandenburg, Christi M. Kay, Adria M. Meyer
There has been a shift in higher education from traditional lecture-based learning to incorporating high-impact practices and experiential learning. These practices offer students an opportunity to engage in real-world settings that allow them to apply course content directly into practice. In order for high-impact practices to be effective, both program implementation and evaluation should be conducted collaboratively with community stakeholders, also known as community-based participatory research (CBPR). The Girls Empowering Movement (GEM) initiative, an out-of-school time physical activity program, is an example of CBPR in that it was developed by middle school girls, for middle school girls. The purpose of this article is to provide the framework used to recruit and train undergraduate students to collaboratively lead the GEM initiative in the southeastern United States. This article discusses how community partnerships were created, how specific content and curricular decisions were made to foster a unique learning experience, and how evaluation protocols were created to ensure undergraduate learning and community collaboration.
{"title":"A Model to Promote University High-Impact Practices Through Community-Based Participatory Research","authors":"Duke D. Biber, Peter Stoepker, S. Gross, Jennifer Heidorn, Gina Brandenburg, Christi M. Kay, Adria M. Meyer","doi":"10.1177/23733799211041136","DOIUrl":"https://doi.org/10.1177/23733799211041136","url":null,"abstract":"There has been a shift in higher education from traditional lecture-based learning to incorporating high-impact practices and experiential learning. These practices offer students an opportunity to engage in real-world settings that allow them to apply course content directly into practice. In order for high-impact practices to be effective, both program implementation and evaluation should be conducted collaboratively with community stakeholders, also known as community-based participatory research (CBPR). The Girls Empowering Movement (GEM) initiative, an out-of-school time physical activity program, is an example of CBPR in that it was developed by middle school girls, for middle school girls. The purpose of this article is to provide the framework used to recruit and train undergraduate students to collaboratively lead the GEM initiative in the southeastern United States. This article discusses how community partnerships were created, how specific content and curricular decisions were made to foster a unique learning experience, and how evaluation protocols were created to ensure undergraduate learning and community collaboration.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"224 - 230"},"PeriodicalIF":1.5,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46973727","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 : 2021-09-22DOI: 10.1177/23733799211033621
Bree L. Hemingway, Sarah Douville, L. Fierro
Objective. This study aimed to understand the extent to which master of public health (MPH) graduates engage in evaluation on the job, to learn how MPH graduates implement evaluation, and to hear from MPH graduates about how their academic training prepared them for the evaluation work they perform. Methods. Using the Centers for Disease Control and Prevention’s Evaluation Framework, this convergent mixed-methods study included an online survey with 89 public health practitioners and follow-up interviews with 17 survey respondents. The study was performed in the United States during summer 2020. Results. In addition to participating in evaluation activities related to all six Centers for Disease Control and Prevention framework steps, MPH graduates engage in evaluation capacity building, evaluating for health equity and social justice, and funding activities. Participants noted a disconnect between academic preparation and community practice, were least confident in focusing the evaluation design, and most often used surveys to collect data. Conclusions. Public health practitioners commonly engage in evaluation activities but do not feel fully prepared to do so given their MPH training. Many opportunities exist to enhance graduate/postgraduate training through connecting public health with the broader professional practice of evaluation.
{"title":"Aligning Public Health Training and Practice in Evaluation: Implications and Recommendations for Educators","authors":"Bree L. Hemingway, Sarah Douville, L. Fierro","doi":"10.1177/23733799211033621","DOIUrl":"https://doi.org/10.1177/23733799211033621","url":null,"abstract":"Objective. This study aimed to understand the extent to which master of public health (MPH) graduates engage in evaluation on the job, to learn how MPH graduates implement evaluation, and to hear from MPH graduates about how their academic training prepared them for the evaluation work they perform. Methods. Using the Centers for Disease Control and Prevention’s Evaluation Framework, this convergent mixed-methods study included an online survey with 89 public health practitioners and follow-up interviews with 17 survey respondents. The study was performed in the United States during summer 2020. Results. In addition to participating in evaluation activities related to all six Centers for Disease Control and Prevention framework steps, MPH graduates engage in evaluation capacity building, evaluating for health equity and social justice, and funding activities. Participants noted a disconnect between academic preparation and community practice, were least confident in focusing the evaluation design, and most often used surveys to collect data. Conclusions. Public health practitioners commonly engage in evaluation activities but do not feel fully prepared to do so given their MPH training. Many opportunities exist to enhance graduate/postgraduate training through connecting public health with the broader professional practice of evaluation.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"324 - 331"},"PeriodicalIF":1.5,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45418353","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}
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