Pub Date : 2024-05-03DOI: 10.1177/23733799241246954
Olivia S. Anderson, Frederique A. Laubepin, Ella T. August
Generative artificial intelligence (genAI) technology is used among students, yet it remains unclear how public health students and instructors perceive it to be effective in a learning environment. We described how and why public health students and instructors are using genAI technology along with their perceived benefits and limitations of using genAI, noting where perceptions overlap. We surveyed public health students and instructors at a higher education institution in the United States. Student survey questions covered which genAI technologies they used, which activities they used genAI for, and perceived benefits and limitations of using genAI. Questions for instructors covered which genAI technology they used, course activities genAI was integrated, and perceived benefits and limitations of using genAI. Student respondents ( n = 300) indicated using genAI technology for writing or clarifying concepts. Students and instructors ( n = 62) agreed genAI technology could save time on tedious tasks and will be part of our future workforce. They agreed that appropriate use in the classroom will better prepare future professionals. Alternatively, students and instructors indicated genAI may impede learning, produce inaccurate information, and pose opportunities for unethical behavior. While students and instructors agree on many aspects of genAI technology, instructors should be explicit about their expectations and rationale for use of genAI technology in classrooms.
{"title":"Public Health Students and Instructors Weigh in on Generative Artificial Intelligence: Are They on The Same Page?","authors":"Olivia S. Anderson, Frederique A. Laubepin, Ella T. August","doi":"10.1177/23733799241246954","DOIUrl":"https://doi.org/10.1177/23733799241246954","url":null,"abstract":"Generative artificial intelligence (genAI) technology is used among students, yet it remains unclear how public health students and instructors perceive it to be effective in a learning environment. We described how and why public health students and instructors are using genAI technology along with their perceived benefits and limitations of using genAI, noting where perceptions overlap. We surveyed public health students and instructors at a higher education institution in the United States. Student survey questions covered which genAI technologies they used, which activities they used genAI for, and perceived benefits and limitations of using genAI. Questions for instructors covered which genAI technology they used, course activities genAI was integrated, and perceived benefits and limitations of using genAI. Student respondents ( n = 300) indicated using genAI technology for writing or clarifying concepts. Students and instructors ( n = 62) agreed genAI technology could save time on tedious tasks and will be part of our future workforce. They agreed that appropriate use in the classroom will better prepare future professionals. Alternatively, students and instructors indicated genAI may impede learning, produce inaccurate information, and pose opportunities for unethical behavior. While students and instructors agree on many aspects of genAI technology, instructors should be explicit about their expectations and rationale for use of genAI technology in classrooms.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141016454","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 : 2024-03-28DOI: 10.1177/23733799241239039
Astrid N. Zamora, Ella August, Olivia S. Anderson
This Perspectives on Pedagogy acknowledges ongoing inequities in public health teaching and learning and describes the importance of implementing equity-focused teaching (EFT) approaches to serve present and future diverse public health student populations. Current equity-focused pedagogies being implemented within the field of public health are described, along with current limitations among public health instructors surrounding EFT training. We conclude with an example, offering recommendations to instructors on how to create transparently-designed writing assignments to support equitable learning in public health.
{"title":"Sounding the Alarm on Public Health Education: A Need for Equity-Focused Teaching","authors":"Astrid N. Zamora, Ella August, Olivia S. Anderson","doi":"10.1177/23733799241239039","DOIUrl":"https://doi.org/10.1177/23733799241239039","url":null,"abstract":"This Perspectives on Pedagogy acknowledges ongoing inequities in public health teaching and learning and describes the importance of implementing equity-focused teaching (EFT) approaches to serve present and future diverse public health student populations. Current equity-focused pedagogies being implemented within the field of public health are described, along with current limitations among public health instructors surrounding EFT training. We conclude with an example, offering recommendations to instructors on how to create transparently-designed writing assignments to support equitable learning in public health.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140370469","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 : 2024-03-15DOI: 10.1177/23733799241235924
M. Elaine Auld, Deborah Fortune, Julia M. Alber, Angela D. Mickalide
Many female health education pioneers made seminal contributions to public health and social justice, yet these examples are not well documented in textbooks or integrated into public health curricula as pedagogical learning opportunities. Providing biographies and lessons learned from the past leaders within undergraduate health education curricula can help develop students’ skills as future leaders and address gender inequities in the field. Gender inequities in higher education as well as many public health practice settings result in lower salaries, slower career advancement opportunities, fewer supervisory positions, increased work-life conflicts, and heavier workloads. Developing women’s competencies in leadership and professionalism early in their careers is critical to meeting public health challenges such as COVID-19. We present four female health education trailblazers from different historical eras and various workforce sectors who exemplify leadership attributes (i.e., courage/risk taking, vision, advocacy, mentorship) and can be highlighted as a part of future health education curriculum. Innovative methods and approaches are provided for integrating these leadership lessons into undergraduate public health courses, in alignment with the HESPA II 2020 competencies. Learning from the past to inform the future is critical to inspiring and shaping the careers of emerging health educators.
许多女性健康教育先驱为公共卫生和社会正义做出了开创性的贡献，但这些事例并没有被很好地记录在教科书中，也没有被纳入公共卫生课程作为教学学习的机会。在本科生健康教育课程中提供过去领导者的传记和经验教训，有助于培养学生作为未来领导者的技能，并解决该领域的性别不平等问题。高等教育以及许多公共卫生实践环境中的性别不平等导致了较低的工资、较慢的职业晋升机会、较少的主管职位、更多的工作与生活冲突以及更重的工作量。要应对 COVID-19 等公共卫生挑战，培养女性在职业生涯早期的领导力和专业能力至关重要。我们介绍了来自不同历史时期和不同工作领域的四位女性健康教育开拓者，她们是领导力特质（即勇气/承担风险、远见、倡导、导师）的典范，可作为未来健康教育课程的一部分加以强调。为将这些领导力课程纳入本科公共卫生课程提供了创新的方法和途径，与 HESPA II 2020 能力要求保持一致。鉴往知来对于激励和塑造新兴健康教育工作者的职业生涯至关重要。
{"title":"Strategies for Preparing Future Public Health Leaders: Learning from Trailblazing Women in Health Education","authors":"M. Elaine Auld, Deborah Fortune, Julia M. Alber, Angela D. Mickalide","doi":"10.1177/23733799241235924","DOIUrl":"https://doi.org/10.1177/23733799241235924","url":null,"abstract":"Many female health education pioneers made seminal contributions to public health and social justice, yet these examples are not well documented in textbooks or integrated into public health curricula as pedagogical learning opportunities. Providing biographies and lessons learned from the past leaders within undergraduate health education curricula can help develop students’ skills as future leaders and address gender inequities in the field. Gender inequities in higher education as well as many public health practice settings result in lower salaries, slower career advancement opportunities, fewer supervisory positions, increased work-life conflicts, and heavier workloads. Developing women’s competencies in leadership and professionalism early in their careers is critical to meeting public health challenges such as COVID-19. We present four female health education trailblazers from different historical eras and various workforce sectors who exemplify leadership attributes (i.e., courage/risk taking, vision, advocacy, mentorship) and can be highlighted as a part of future health education curriculum. Innovative methods and approaches are provided for integrating these leadership lessons into undergraduate public health courses, in alignment with the HESPA II 2020 competencies. Learning from the past to inform the future is critical to inspiring and shaping the careers of emerging health educators.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140240838","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 : 2024-03-13DOI: 10.1177/23733799241234065
Lindsay K. Crawford, Kimberly Arellano Carmona, Rewanshi Kumar
Active, collaborative, and project-based learning strategies have become increasingly popular in college classrooms due to their effectiveness in cultivating student-centered learning. Compared to conventional teaching methods, active and project-based learning engages students in the learning process by fostering collaborative approaches to addressing real-world problems. To better prepare students for future careers in health promotion, we evaluated the effectiveness of a collaborative project-based health promotion assignment on self-perceived and actual learning among a sample of underrepresented students ( N = 33). In order to assess learning, students completed both a self-reported and actual learning assessment designed to assess competency of the core learning outcomes of the health promotion course. Results demonstrated approximately similar increases in self-reported and actual learning over the semester. Although the results were unexpectedly parallel, students consistently underestimated their knowledge on both the pre- and post-learning assessments. In all, survey results demonstrated the group-based project served as a valuable tool for undergraduate learning, with the majority of students evaluating the project positively across all measures.
{"title":"Examining the Impact of Project-Based Learning on Students’ Self-Reported and Actual Learning Outcomes","authors":"Lindsay K. Crawford, Kimberly Arellano Carmona, Rewanshi Kumar","doi":"10.1177/23733799241234065","DOIUrl":"https://doi.org/10.1177/23733799241234065","url":null,"abstract":"Active, collaborative, and project-based learning strategies have become increasingly popular in college classrooms due to their effectiveness in cultivating student-centered learning. Compared to conventional teaching methods, active and project-based learning engages students in the learning process by fostering collaborative approaches to addressing real-world problems. To better prepare students for future careers in health promotion, we evaluated the effectiveness of a collaborative project-based health promotion assignment on self-perceived and actual learning among a sample of underrepresented students ( N = 33). In order to assess learning, students completed both a self-reported and actual learning assessment designed to assess competency of the core learning outcomes of the health promotion course. Results demonstrated approximately similar increases in self-reported and actual learning over the semester. Although the results were unexpectedly parallel, students consistently underestimated their knowledge on both the pre- and post-learning assessments. In all, survey results demonstrated the group-based project served as a valuable tool for undergraduate learning, with the majority of students evaluating the project positively across all measures.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140247996","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 : 2024-03-04DOI: 10.1177/23733799241235119
Ella August, Olivia S. Anderson, Frederique A. Laubepin
Health sciences instructors hold a wide range of opinions about generative artificial intelligence (GenAI) such as ChatGPT, Bing, and Bard; however, many are uncertain about guiding students on how to use technology for assigned writing. Our survey of 62 public health instructors at a single institution highlighted their perceived benefits, limitations, and concerns about student use of GenAI for assigned writing. Perceived benefits included the completion of tasks unrelated to relevant learning such as spellchecking and reference formatting, as well as for certain writing activities such as brainstorming. Several identified the preparation for future workplace activities as a meaningful benefit. Important limitations and concerns included the worry that GenAI would inhibit learning, as well as ethical and equity-related concerns. Nearly half of instructors expressed concerns about whether using GenAI tools constitutes plagiarism or violates academic integrity. Nearly half of instructors also indicated concern about being able to detect whether a student completed an assignment with GenAI tools. Developing thoughtful guidance on technology use for assigned writing is important as it sets standards for academic integrity and supports learning. We used the survey data and applied backward design principles to develop the Brave New Words framework and three-step process described in this paper. This framework is intended to help instructors think through and ultimately develop guidelines for students on whether and how they should use technology for assigned writing. An example assignment and activity are used to demonstrate the framework.
健康科学教师对 ChatGPT、Bing 和 Bard 等生成式人工智能（GenAI）持有广泛的看法；然而，许多教师对指导学生如何使用技术进行指定写作并不确定。我们对一所院校的 62 名公共卫生教师进行了调查，重点了解了他们对学生使用 GenAI 进行指定写作的好处、局限性和担忧。所认为的好处包括完成与相关学习无关的任务，如拼写检查和参考文献格式化，以及某些写作活动，如头脑风暴。一些人认为，为未来的工作场所活动做准备是一个有意义的好处。重要的限制和担忧包括担心 GenAI 会抑制学习，以及与道德和公平相关的担忧。近一半的教师对使用 GenAI 工具是否构成剽窃或违反学术诚信表示担忧。近一半的教师还对能否检测出学生是否使用 GenAI 工具完成了作业表示担忧。为指定写作的技术使用制定周到的指导非常重要，因为它为学术诚信制定了标准，并为学习提供了支持。我们利用调查数据，运用逆向设计原则，开发了本文所述的 Brave New Words 框架和三步流程。该框架旨在帮助教师思考并最终为学生制定指导原则，指导他们是否以及如何在指定写作中使用技术。本文使用了一个作业和活动示例来演示该框架。
{"title":"Brave New Words: A Framework and Process for Developing Technology-Use Guidelines for Student Writing","authors":"Ella August, Olivia S. Anderson, Frederique A. Laubepin","doi":"10.1177/23733799241235119","DOIUrl":"https://doi.org/10.1177/23733799241235119","url":null,"abstract":"Health sciences instructors hold a wide range of opinions about generative artificial intelligence (GenAI) such as ChatGPT, Bing, and Bard; however, many are uncertain about guiding students on how to use technology for assigned writing. Our survey of 62 public health instructors at a single institution highlighted their perceived benefits, limitations, and concerns about student use of GenAI for assigned writing. Perceived benefits included the completion of tasks unrelated to relevant learning such as spellchecking and reference formatting, as well as for certain writing activities such as brainstorming. Several identified the preparation for future workplace activities as a meaningful benefit. Important limitations and concerns included the worry that GenAI would inhibit learning, as well as ethical and equity-related concerns. Nearly half of instructors expressed concerns about whether using GenAI tools constitutes plagiarism or violates academic integrity. Nearly half of instructors also indicated concern about being able to detect whether a student completed an assignment with GenAI tools. Developing thoughtful guidance on technology use for assigned writing is important as it sets standards for academic integrity and supports learning. We used the survey data and applied backward design principles to develop the Brave New Words framework and three-step process described in this paper. This framework is intended to help instructors think through and ultimately develop guidelines for students on whether and how they should use technology for assigned writing. An example assignment and activity are used to demonstrate the framework.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140265703","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 : 2024-02-22DOI: 10.1177/23733799241232641
Eric J. Conrad, Kelly C. Hall
Despite increased recognition of the importance and need for pedagogical training for public health and health promotion instructors in best-practices and inclusivity, formal training is often overlooked. This disregard for pedagogical training necessitates exploration of alternative and innovative approaches to enhance teaching and learning such as generative AI. This paper describes applied uses of generative AI, specifically ChatGPT, to enhance pedagogy in public health and health promotion education in the areas of curriculum design, instructional strategies, assessment and feedback, and diversity, equity, and inclusion. Generative AI as a supplemental tool shows immense promise for improving teaching and learning, however, inherent limitations and ethical considerations require caution and continued scrutiny.
{"title":"Leveraging Generative AI to Elevate Curriculum Design and Pedagogy in Public Health and Health Promotion","authors":"Eric J. Conrad, Kelly C. Hall","doi":"10.1177/23733799241232641","DOIUrl":"https://doi.org/10.1177/23733799241232641","url":null,"abstract":"Despite increased recognition of the importance and need for pedagogical training for public health and health promotion instructors in best-practices and inclusivity, formal training is often overlooked. This disregard for pedagogical training necessitates exploration of alternative and innovative approaches to enhance teaching and learning such as generative AI. This paper describes applied uses of generative AI, specifically ChatGPT, to enhance pedagogy in public health and health promotion education in the areas of curriculum design, instructional strategies, assessment and feedback, and diversity, equity, and inclusion. Generative AI as a supplemental tool shows immense promise for improving teaching and learning, however, inherent limitations and ethical considerations require caution and continued scrutiny.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140441146","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 : 2024-02-21DOI: 10.1177/23733799241234069
W. Hall
Stereotypes are simplified generalizations that act as mental shortcuts which help us understand the world. However, these oversimplifications fail to capture the diversity within groups and communities. This is particularly adverse in healthcare settings as stereotypes are cognitive frameworks from which implicit biases emerge—affecting how individuals and groups are perceived, evaluated, and treated. Specifically, stereotypes linked to race, ethnicity, gender, and sexuality exert profound and detrimental influence on healthcare access, quality, and decision-making for marginalized populations. Thus, recognizing and understanding stereotypes are crucial for combatting health disparities prevalent in our society. Accordingly, it is essential that students receive instruction and training that allows them to understand the impact of stereotypes, acknowledge implicit biases, and advocate for equitable and unbiased healthcare for all. Health science instructors can facilitate this growth through the implementation of transformative education and learning. Transformative education is an approach to learning that aims to create profound personal and societal changes by fostering critical thinking, self-awareness, and social responsibility. The transformative learning activity presented in this manuscript seeks to enhance students’ understanding of stereotypes’ role in perpetuating health disparities and their impact on marginalized communities. By fostering critical reflection, open dialog, and collaborative problem-solving, the activity equips students to comprehend the multifaceted dimensions of stereotypes in healthcare and prepares them to address the challenges of an increasingly diverse and socially complex world. Through transformative education, students are nurtured to become competent healthcare professionals who champion equitable and unbiased care and bridge understanding and empathy across communities.
{"title":"Recognizing Stereotypes and Their Impact on Health: A Transformative Learning Activity for Undergraduate Health Science Students","authors":"W. Hall","doi":"10.1177/23733799241234069","DOIUrl":"https://doi.org/10.1177/23733799241234069","url":null,"abstract":"Stereotypes are simplified generalizations that act as mental shortcuts which help us understand the world. However, these oversimplifications fail to capture the diversity within groups and communities. This is particularly adverse in healthcare settings as stereotypes are cognitive frameworks from which implicit biases emerge—affecting how individuals and groups are perceived, evaluated, and treated. Specifically, stereotypes linked to race, ethnicity, gender, and sexuality exert profound and detrimental influence on healthcare access, quality, and decision-making for marginalized populations. Thus, recognizing and understanding stereotypes are crucial for combatting health disparities prevalent in our society. Accordingly, it is essential that students receive instruction and training that allows them to understand the impact of stereotypes, acknowledge implicit biases, and advocate for equitable and unbiased healthcare for all. Health science instructors can facilitate this growth through the implementation of transformative education and learning. Transformative education is an approach to learning that aims to create profound personal and societal changes by fostering critical thinking, self-awareness, and social responsibility. The transformative learning activity presented in this manuscript seeks to enhance students’ understanding of stereotypes’ role in perpetuating health disparities and their impact on marginalized communities. By fostering critical reflection, open dialog, and collaborative problem-solving, the activity equips students to comprehend the multifaceted dimensions of stereotypes in healthcare and prepares them to address the challenges of an increasingly diverse and socially complex world. Through transformative education, students are nurtured to become competent healthcare professionals who champion equitable and unbiased care and bridge understanding and empathy across communities.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140442250","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 : 2024-02-12DOI: 10.1177/23733799241230499
Jessica Maureen Harris, M. Seo
Immersive global learning experiences like Collaborative Online International Learning (COIL) offer students cross-cultural knowledge, awareness, and language fluency, fostering critical analysis, and problem-solving. This paper focuses on U.S. and Dutch students’ perceptions of personal growth as future health education specialists regarding cultural sensitivity and competence within a COIL course. The study explores valuable skills for professionals engaging with diverse populations, contributing to the literature on faculty-led internationalization initiatives. Both the COIL research model and the cultural intelligence (CQ) framework guided the design and implementation of the COIL course. A thematic analysis of self-reflection narratives from N = 49 undergraduate students from the U.S. and the Netherlands revealed categories and themes related to cultural perspectives in health promotion, cultural sensitivity and competence, and essential skills for health education specialists. The findings demonstrate the impact of COIL on students’ cultural perspectives and knowledge, their awareness of cultural norms, and the importance of diverse strategies and approaches in health promotion. The study highlights the value of COIL courses in developing cultural understanding within educational settings and provides insights for educators and students interested in engaging with diverse populations.
{"title":"Student Reflections on Enhancing Cultural Awareness in Health Education Specialists: Insights From a Collaborative Online International Learning (COIL) Experience","authors":"Jessica Maureen Harris, M. Seo","doi":"10.1177/23733799241230499","DOIUrl":"https://doi.org/10.1177/23733799241230499","url":null,"abstract":"Immersive global learning experiences like Collaborative Online International Learning (COIL) offer students cross-cultural knowledge, awareness, and language fluency, fostering critical analysis, and problem-solving. This paper focuses on U.S. and Dutch students’ perceptions of personal growth as future health education specialists regarding cultural sensitivity and competence within a COIL course. The study explores valuable skills for professionals engaging with diverse populations, contributing to the literature on faculty-led internationalization initiatives. Both the COIL research model and the cultural intelligence (CQ) framework guided the design and implementation of the COIL course. A thematic analysis of self-reflection narratives from N = 49 undergraduate students from the U.S. and the Netherlands revealed categories and themes related to cultural perspectives in health promotion, cultural sensitivity and competence, and essential skills for health education specialists. The findings demonstrate the impact of COIL on students’ cultural perspectives and knowledge, their awareness of cultural norms, and the importance of diverse strategies and approaches in health promotion. The study highlights the value of COIL courses in developing cultural understanding within educational settings and provides insights for educators and students interested in engaging with diverse populations.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139782884","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 : 2024-02-12DOI: 10.1177/23733799241230499
Jessica Maureen Harris, M. Seo
Immersive global learning experiences like Collaborative Online International Learning (COIL) offer students cross-cultural knowledge, awareness, and language fluency, fostering critical analysis, and problem-solving. This paper focuses on U.S. and Dutch students’ perceptions of personal growth as future health education specialists regarding cultural sensitivity and competence within a COIL course. The study explores valuable skills for professionals engaging with diverse populations, contributing to the literature on faculty-led internationalization initiatives. Both the COIL research model and the cultural intelligence (CQ) framework guided the design and implementation of the COIL course. A thematic analysis of self-reflection narratives from N = 49 undergraduate students from the U.S. and the Netherlands revealed categories and themes related to cultural perspectives in health promotion, cultural sensitivity and competence, and essential skills for health education specialists. The findings demonstrate the impact of COIL on students’ cultural perspectives and knowledge, their awareness of cultural norms, and the importance of diverse strategies and approaches in health promotion. The study highlights the value of COIL courses in developing cultural understanding within educational settings and provides insights for educators and students interested in engaging with diverse populations.
{"title":"Student Reflections on Enhancing Cultural Awareness in Health Education Specialists: Insights From a Collaborative Online International Learning (COIL) Experience","authors":"Jessica Maureen Harris, M. Seo","doi":"10.1177/23733799241230499","DOIUrl":"https://doi.org/10.1177/23733799241230499","url":null,"abstract":"Immersive global learning experiences like Collaborative Online International Learning (COIL) offer students cross-cultural knowledge, awareness, and language fluency, fostering critical analysis, and problem-solving. This paper focuses on U.S. and Dutch students’ perceptions of personal growth as future health education specialists regarding cultural sensitivity and competence within a COIL course. The study explores valuable skills for professionals engaging with diverse populations, contributing to the literature on faculty-led internationalization initiatives. Both the COIL research model and the cultural intelligence (CQ) framework guided the design and implementation of the COIL course. A thematic analysis of self-reflection narratives from N = 49 undergraduate students from the U.S. and the Netherlands revealed categories and themes related to cultural perspectives in health promotion, cultural sensitivity and competence, and essential skills for health education specialists. The findings demonstrate the impact of COIL on students’ cultural perspectives and knowledge, their awareness of cultural norms, and the importance of diverse strategies and approaches in health promotion. The study highlights the value of COIL courses in developing cultural understanding within educational settings and provides insights for educators and students interested in engaging with diverse populations.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139842950","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 : 2024-02-08DOI: 10.1177/23733799231225435
Lahoma Smith Romocki, J. Early, Alyssa Robillard, R. Rooks
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