Pub Date : 2023-10-03DOI: 10.1177/23733799231204023
Janette S. Leroux, Louise de Lannoy, Colin P. T. Baillie
Community service-learning (CSL) is commonly featured in health promotion curriculum. Lauded for its pedagogical richness and transformative potential, CSL is also pedagogically messy and often experienced as a struggle. And yet, the content, contexts and conditions of that which students find disorienting in CSL have garnered little attention in the literature. In this qualitative, phenomenological study, we explore the “disorienting dilemma” as an understated concept in CSL. Our aim is to better understand the disorienting dilemma to “make CSL a smoother experience for everyone.” We draw upon reflections from 39 students enrolled in a full-year undergraduate health promotion CSL course. Using directed content analysis, we read and coded 390 reflections. In mapping the codes ( n = 2104), we found them to cluster around three domains: (i) aspects of the CSL learning experience that were most disorienting, (ii) course aspects that enabled students to navigate their disorientation, and (iii) how students relate their learning to the disorientation. Students often shared their emotional experience of CSL as a pedagogy, and that they struggled with the process of real program planning, and uncertainty with how they related to the community. Often, it was the practical, social, and relational content that students struggled with that morphed into support for students to navigate their disorientation. We found students to relate their disorientation to new self-learning, a changed and more collectivist criteria of success, and an altered sense of self in relation to community. We discuss theoretical and pedagogical implications of the disorienting dilemma.
{"title":"Disorientation in Community Service-Learning: A Phenomenological Inquiry","authors":"Janette S. Leroux, Louise de Lannoy, Colin P. T. Baillie","doi":"10.1177/23733799231204023","DOIUrl":"https://doi.org/10.1177/23733799231204023","url":null,"abstract":"Community service-learning (CSL) is commonly featured in health promotion curriculum. Lauded for its pedagogical richness and transformative potential, CSL is also pedagogically messy and often experienced as a struggle. And yet, the content, contexts and conditions of that which students find disorienting in CSL have garnered little attention in the literature. In this qualitative, phenomenological study, we explore the “disorienting dilemma” as an understated concept in CSL. Our aim is to better understand the disorienting dilemma to “make CSL a smoother experience for everyone.” We draw upon reflections from 39 students enrolled in a full-year undergraduate health promotion CSL course. Using directed content analysis, we read and coded 390 reflections. In mapping the codes ( n = 2104), we found them to cluster around three domains: (i) aspects of the CSL learning experience that were most disorienting, (ii) course aspects that enabled students to navigate their disorientation, and (iii) how students relate their learning to the disorientation. Students often shared their emotional experience of CSL as a pedagogy, and that they struggled with the process of real program planning, and uncertainty with how they related to the community. Often, it was the practical, social, and relational content that students struggled with that morphed into support for students to navigate their disorientation. We found students to relate their disorientation to new self-learning, a changed and more collectivist criteria of success, and an altered sense of self in relation to community. We discuss theoretical and pedagogical implications of the disorienting dilemma.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135740278","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 : 2023-09-29DOI: 10.1177/23733799231201539
Caress A. Dean, Iffa Iqbal, Sumeet Sidhu, Krista Morris, Cristina Valeria Tellez Nunez
The complex health demands of society emphasize the need for future health professionals to gain a deeper understanding of social determinants of health (SDOH) and provide meaningful health outcomes. Seventeen undergraduate and graduate students enrolled in a cross-listed public health elective course in Winter 2020 completed a remote application-based course project. This project was conducted to expand students’ comprehension of SDOH as underlying factors contributing to health disparities and inequities. It also sought to increase their awareness of tools and resources in the community to aid populations in overcoming determinants. Last, it aimed to provide them with experience applying population health concepts and enhancing their research skills. The course project utilized a real-world application approach as it consisted of students (1) developing a Detroit-focused community resource guide, (2) creating a related resource map, and (3) composing two manuscripts on the course project and learning experience. Students’ deliverables included a developed community resource guide and related interactive map and the construction of the manuscripts on the project and their learning experience, which was separated into two manuscripts. Students completed a journal reflection, which was used to assess their learning experience. Students’ journal reflections were examined using NVivo12 to identify the six themes in their learning experience. The project effectively met the course learning outcomes while aiding students in recognizing Detroit’s health disparities and the influence of SDOH. It also provided students with deliverables.
{"title":"Enhancing Students’ Understanding of Health Disparities and Social Determinants of Health Through a Community and Research-Based Project","authors":"Caress A. Dean, Iffa Iqbal, Sumeet Sidhu, Krista Morris, Cristina Valeria Tellez Nunez","doi":"10.1177/23733799231201539","DOIUrl":"https://doi.org/10.1177/23733799231201539","url":null,"abstract":"The complex health demands of society emphasize the need for future health professionals to gain a deeper understanding of social determinants of health (SDOH) and provide meaningful health outcomes. Seventeen undergraduate and graduate students enrolled in a cross-listed public health elective course in Winter 2020 completed a remote application-based course project. This project was conducted to expand students’ comprehension of SDOH as underlying factors contributing to health disparities and inequities. It also sought to increase their awareness of tools and resources in the community to aid populations in overcoming determinants. Last, it aimed to provide them with experience applying population health concepts and enhancing their research skills. The course project utilized a real-world application approach as it consisted of students (1) developing a Detroit-focused community resource guide, (2) creating a related resource map, and (3) composing two manuscripts on the course project and learning experience. Students’ deliverables included a developed community resource guide and related interactive map and the construction of the manuscripts on the project and their learning experience, which was separated into two manuscripts. Students completed a journal reflection, which was used to assess their learning experience. Students’ journal reflections were examined using NVivo12 to identify the six themes in their learning experience. The project effectively met the course learning outcomes while aiding students in recognizing Detroit’s health disparities and the influence of SDOH. It also provided students with deliverables.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135248049","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 : 2023-09-12DOI: 10.1177/23733799231198774
Jennifer L. Gay, Ruth Poproski
Specifications grading is an alternative approach designed to establish assessment criteria aligned with well-defined learning outcomes while giving students autonomy and choice with respect to their level of achievement in a course and focus on the act of learning instead of earning points. Degrees in public health are based on the development of discipline-specific competencies, making them prime candidates for a specifications grading design. This study presents the implementation process and evaluation of specifications grading applied to three graduate health promotion courses, including a comparison of final letter grade distribution as well as student and instructor perceptions of the grading scheme implementation. We hypothesized that although the grading scheme may take some adjustment by students, overall students would feel more control over their letter grade and therefore less stress. The process of revising requirements for assignments and maintaining alignment with competencies is discussed. There were no differences in the distribution of final letter grades between traditional points-based grading and specifications grading. However, students were overwhelmingly favorable toward the specifications grading scheme, with a majority reporting reduced stress, more flexibility, a clearer understanding of the learning objectives and grading standards, greater engagement with the course content, and the perception of greater control over final grades. Using a grading scheme based on displaying competencies is logical in the public health education context. This study supports the application of specifications grading for meeting student and instructor needs, and contributing to an equitable learning environment.
{"title":"Specifications Grading for Graduate Students: Motivated, Less Stressed, and Achieving in Public Health","authors":"Jennifer L. Gay, Ruth Poproski","doi":"10.1177/23733799231198774","DOIUrl":"https://doi.org/10.1177/23733799231198774","url":null,"abstract":"Specifications grading is an alternative approach designed to establish assessment criteria aligned with well-defined learning outcomes while giving students autonomy and choice with respect to their level of achievement in a course and focus on the act of learning instead of earning points. Degrees in public health are based on the development of discipline-specific competencies, making them prime candidates for a specifications grading design. This study presents the implementation process and evaluation of specifications grading applied to three graduate health promotion courses, including a comparison of final letter grade distribution as well as student and instructor perceptions of the grading scheme implementation. We hypothesized that although the grading scheme may take some adjustment by students, overall students would feel more control over their letter grade and therefore less stress. The process of revising requirements for assignments and maintaining alignment with competencies is discussed. There were no differences in the distribution of final letter grades between traditional points-based grading and specifications grading. However, students were overwhelmingly favorable toward the specifications grading scheme, with a majority reporting reduced stress, more flexibility, a clearer understanding of the learning objectives and grading standards, greater engagement with the course content, and the perception of greater control over final grades. Using a grading scheme based on displaying competencies is logical in the public health education context. This study supports the application of specifications grading for meeting student and instructor needs, and contributing to an equitable learning environment.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135878930","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 : 2023-09-09DOI: 10.1177/23733799231198778
Jessica S. Kruger
Specifications grading is an alternative approach designed to establish assessment criteria aligned with well-defined learning outcomes while giving students autonomy and choice with respect to their level of achievement in a course and focus on the act of learning instead of earning points. Degrees in public health are based on the development of discipline-specific competencies, making them prime candidates for a specifications grading design. This study presents the implementation process and evaluation of specifications grading applied to three graduate health promotion courses, including a comparison of final letter grade distribution as well as student and instructor perceptions of the grading scheme implementation. We hypothesized that although the grading scheme may take some adjustment by students, overall students would feel more control over their letter grade and therefore less stress. The process of revising requirements for assignments and maintaining alignment with competencies is discussed. There were no differences in the distribution of final letter grades between traditional points-based grading and specifications grading. However, students were overwhelmingly favorable toward the specifications grading scheme, with a majority reporting reduced stress, more flexibility, a clearer understanding of the learning objectives and grading standards, greater engagement with the course content, and the perception of greater control over final grades. Using a grading scheme based on displaying competencies is logical in the public health education context. This study supports the application of specifications grading for meeting student and instructor needs, and contributing to an equitable learning environment.
{"title":"Rethinking Penalties for Late Work: The Case for Flexibility, Equity, and Support","authors":"Jessica S. Kruger","doi":"10.1177/23733799231198778","DOIUrl":"https://doi.org/10.1177/23733799231198778","url":null,"abstract":"Specifications grading is an alternative approach designed to establish assessment criteria aligned with well-defined learning outcomes while giving students autonomy and choice with respect to their level of achievement in a course and focus on the act of learning instead of earning points. Degrees in public health are based on the development of discipline-specific competencies, making them prime candidates for a specifications grading design. This study presents the implementation process and evaluation of specifications grading applied to three graduate health promotion courses, including a comparison of final letter grade distribution as well as student and instructor perceptions of the grading scheme implementation. We hypothesized that although the grading scheme may take some adjustment by students, overall students would feel more control over their letter grade and therefore less stress. The process of revising requirements for assignments and maintaining alignment with competencies is discussed. There were no differences in the distribution of final letter grades between traditional points-based grading and specifications grading. However, students were overwhelmingly favorable toward the specifications grading scheme, with a majority reporting reduced stress, more flexibility, a clearer understanding of the learning objectives and grading standards, greater engagement with the course content, and the perception of greater control over final grades. Using a grading scheme based on displaying competencies is logical in the public health education context. This study supports the application of specifications grading for meeting student and instructor needs, and contributing to an equitable learning environment.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136192496","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 : 2023-09-01DOI: 10.1177/23733799221143379
Astrid N Zamora, Ella August, Olivia S Anderson
The ongoing COVID-19 pandemic created a shift from traditional face-to-face learning toward remote learning, resulting in students experiencing unforeseen challenges and benefits through participation in a non-traditional mode of education. Little is known regarding the impact that a shift to remote learning may have had on the learning experiences and the career goals of Master of Public Health (MPH) students. A qualitative study was conducted among a convenience sample of MPH students in the US from January to April 2021. The primary aims were (1) to describe salient challenges or benefits of learning that persisted throughout a semester of remote learning and (2) to describe how being in graduate school during the pandemic impacted students' career goals in public health. A secondary aim was to describe students' general feelings regarding their public health education, given their lived experience of remote learning during the COVID-19 pandemic. Study findings demonstrated that MPH students had mixed perceptions of how a shift to remote learning during a public health crisis impacted their learning experiences and career goals in public health over one semester. Understanding students' responses can guide public health instructors to best prepare trainees to join the workforce during ongoing and future unforeseen public health crises that continue or have the potential to disrupt learning modalities.
{"title":"Public Health Graduate Students' Longitudinal Perceptions of Remote Learning Challenges and Career Goals During an Ongoing Public Health Crisis.","authors":"Astrid N Zamora, Ella August, Olivia S Anderson","doi":"10.1177/23733799221143379","DOIUrl":"https://doi.org/10.1177/23733799221143379","url":null,"abstract":"<p><p>The ongoing COVID-19 pandemic created a shift from traditional face-to-face learning toward remote learning, resulting in students experiencing unforeseen challenges and benefits through participation in a non-traditional mode of education. Little is known regarding the impact that a shift to remote learning may have had on the learning experiences and the career goals of Master of Public Health (MPH) students. A qualitative study was conducted among a convenience sample of MPH students in the US from January to April 2021. The primary aims were (1) to describe salient challenges or benefits of learning that persisted throughout a semester of remote learning and (2) to describe how being in graduate school during the pandemic impacted students' career goals in public health. A secondary aim was to describe students' general feelings regarding their public health education, given their lived experience of remote learning during the COVID-19 pandemic. Study findings demonstrated that MPH students had mixed perceptions of how a shift to remote learning during a public health crisis impacted their learning experiences and career goals in public health over one semester. Understanding students' responses can guide public health instructors to best prepare trainees to join the workforce during ongoing and future unforeseen public health crises that continue or have the potential to disrupt learning modalities.</p>","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 3","pages":"161-171"},"PeriodicalIF":1.5,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10501304/pdf/nihms-1928790.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10670421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-24DOI: 10.1177/23733799231190289
Melissa Alperin
{"title":"Online Learning: Innovative Approaches for Public Health and Health Promotion Pedagogy","authors":"Melissa Alperin","doi":"10.1177/23733799231190289","DOIUrl":"https://doi.org/10.1177/23733799231190289","url":null,"abstract":"","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135420535","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 : 2023-08-07DOI: 10.1177/23733799231191106
Chikaodili Arinze, C. Lokker, M. Slifierz, E. Apatu
Technology is essential in the facilitation of many operations in higher educational institutions. The use of web-based platforms to deliver academic content, including practice-based training, has gained popularity. However, their use in practicum process administration is not well studied. In the 2020/2021 academic year, a graduate program in the Faculty of Health Science within a public university in Ontario incorporated the InPlace platform to streamline the administration of the practicum process, including goal setting. This study aimed to understand the user experience of the platform in facilitating competency-based learning. Twelve students participated in two focus group sessions that lasted approximately 1.5 hr each. Two staff members participated in one-on-one semi-structured interviews. The System Usability Scale (SUS) was used as a measure of the platform’s usability. Other outcomes included staff and students’ user experience. Overall, the students and staff believe the platform is good for facilitating competency-based learning. The SUS score was 61.8 (95% confidence interval, [56.7, 66.9]). Eight students (66.7%) indicated that the platform was useful in helping them navigate their learning goals. Staff expressed appreciation of the program with respect to communication, practicum process, and overall program administration. Some suggestions for improving the platform were made. The practicum placement platform has shown some initial benefits in communication and practicum process administration. In a future configuration of similar platforms, the implementation of the suggestions provided in this study may be necessary to improve usability and enhance the facilitation of competence-based learning.
{"title":"Facilitation of Competency-Based Learning With a Practicum Administration Software: The User Experience","authors":"Chikaodili Arinze, C. Lokker, M. Slifierz, E. Apatu","doi":"10.1177/23733799231191106","DOIUrl":"https://doi.org/10.1177/23733799231191106","url":null,"abstract":"Technology is essential in the facilitation of many operations in higher educational institutions. The use of web-based platforms to deliver academic content, including practice-based training, has gained popularity. However, their use in practicum process administration is not well studied. In the 2020/2021 academic year, a graduate program in the Faculty of Health Science within a public university in Ontario incorporated the InPlace platform to streamline the administration of the practicum process, including goal setting. This study aimed to understand the user experience of the platform in facilitating competency-based learning. Twelve students participated in two focus group sessions that lasted approximately 1.5 hr each. Two staff members participated in one-on-one semi-structured interviews. The System Usability Scale (SUS) was used as a measure of the platform’s usability. Other outcomes included staff and students’ user experience. Overall, the students and staff believe the platform is good for facilitating competency-based learning. The SUS score was 61.8 (95% confidence interval, [56.7, 66.9]). Eight students (66.7%) indicated that the platform was useful in helping them navigate their learning goals. Staff expressed appreciation of the program with respect to communication, practicum process, and overall program administration. Some suggestions for improving the platform were made. The practicum placement platform has shown some initial benefits in communication and practicum process administration. In a future configuration of similar platforms, the implementation of the suggestions provided in this study may be necessary to improve usability and enhance the facilitation of competence-based learning.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49052982","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 : 2023-08-06DOI: 10.1177/23733799231191107
Yngve Røe, A. Torbjørnsen, B. Stanghelle, S. Helseth, K. Riiser
Over the past decade, health literacy has received increased attention as a tool for promoting health, well-being, and sustainable development. So far, educational approaches to health literacy have mainly been implemented in health sciences education and linked to the needs of health professionals in communication with patients. The main objective of this systematic scoping review was to investigate health literacy educational approaches in higher education study programs, including the covered content and the learning activities employed. Altogether, 26 studies on health literacy training in higher education study programs were included. The most frequent study programs represented were medicine and pharmacy. A wide range of health literacy content was extracted from the studies; by far the most frequently studied skill was patient communication, which was identified in 20 studies, followed by identification of patients with low literacy in 12 studies and conceptual knowledge of health literacy in 11 studies. All studies except one reported the use of student active learning as part of the educational approach, and 17 studies reported the use of educational technology. The scientific literature indicates that current health literacy educational approaches mainly focus on the individual components of health literacy and fail to address environmental components and health literacy in vulnerable population groups. Despite the rather extensive use of active learning in educational approaches, pedagogical foundations were scarcely reported. In addition, the use of educational technology was rarely pedagogically integrated.
{"title":"Health Literacy in Higher Education: A Systematic Scoping Review of Educational Approaches","authors":"Yngve Røe, A. Torbjørnsen, B. Stanghelle, S. Helseth, K. Riiser","doi":"10.1177/23733799231191107","DOIUrl":"https://doi.org/10.1177/23733799231191107","url":null,"abstract":"Over the past decade, health literacy has received increased attention as a tool for promoting health, well-being, and sustainable development. So far, educational approaches to health literacy have mainly been implemented in health sciences education and linked to the needs of health professionals in communication with patients. The main objective of this systematic scoping review was to investigate health literacy educational approaches in higher education study programs, including the covered content and the learning activities employed. Altogether, 26 studies on health literacy training in higher education study programs were included. The most frequent study programs represented were medicine and pharmacy. A wide range of health literacy content was extracted from the studies; by far the most frequently studied skill was patient communication, which was identified in 20 studies, followed by identification of patients with low literacy in 12 studies and conceptual knowledge of health literacy in 11 studies. All studies except one reported the use of student active learning as part of the educational approach, and 17 studies reported the use of educational technology. The scientific literature indicates that current health literacy educational approaches mainly focus on the individual components of health literacy and fail to address environmental components and health literacy in vulnerable population groups. Despite the rather extensive use of active learning in educational approaches, pedagogical foundations were scarcely reported. In addition, the use of educational technology was rarely pedagogically integrated.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48676532","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 : 2023-07-25DOI: 10.1177/23733799231186637
Robin E. McGee, E. Walker, Colleen M. McBride, E. Nehl, Whitney S. Rice, Nicolette E. Wise, Carla Jones-Harrell, D. Lang
Modern public health practice includes planning, implementation, and evaluation of programs targeting the structural and social determinants of health. To prepare graduate students to engage with theory in complex, practical, and innovative ways, a new model of course delivery was created to focus on developing and applying theorizing skills to the social ecological model. Throughout the semester, students engage in collaborative learning to apply theory to real-world public health interventions focused on high-profile public health issues. Data were gleaned from three course sections ( N = 80) using a pre-post study design to evaluate students’ ability to apply theory at various levels of the social ecological model and confidence to meet course objectives. The post-course survey also included questions about the helpfulness of specific course elements and asked for recommendations for improvement. Descriptive statistics were calculated and differences between pre- and post-ratings were tested with paired samples t-tests and Wilcoxon signed rank tests. Students improved in their ability to apply theory by the end of the semester ( p < .001) and in their confidence in meeting all learning objectives ( p < .001). Most students found that this new format of engaging with theory in complex, applied, and innovative ways by working in teams, completing in-class activities, and open poster presentations beneficial. Engaging students in a new course format led to critical reflection about various levels of influence on health and enhanced students’ ability to apply theory at multiple levels of influence. Further refinement and course development will continue to facilitate developing theorizing skills.
{"title":"Enhancing Students’ Skills in Applying Theory Through Collaborative and Active Learning: A Pre-Post Evaluation of an Innovative Theory Course for Graduate Public Health Students","authors":"Robin E. McGee, E. Walker, Colleen M. McBride, E. Nehl, Whitney S. Rice, Nicolette E. Wise, Carla Jones-Harrell, D. Lang","doi":"10.1177/23733799231186637","DOIUrl":"https://doi.org/10.1177/23733799231186637","url":null,"abstract":"Modern public health practice includes planning, implementation, and evaluation of programs targeting the structural and social determinants of health. To prepare graduate students to engage with theory in complex, practical, and innovative ways, a new model of course delivery was created to focus on developing and applying theorizing skills to the social ecological model. Throughout the semester, students engage in collaborative learning to apply theory to real-world public health interventions focused on high-profile public health issues. Data were gleaned from three course sections ( N = 80) using a pre-post study design to evaluate students’ ability to apply theory at various levels of the social ecological model and confidence to meet course objectives. The post-course survey also included questions about the helpfulness of specific course elements and asked for recommendations for improvement. Descriptive statistics were calculated and differences between pre- and post-ratings were tested with paired samples t-tests and Wilcoxon signed rank tests. Students improved in their ability to apply theory by the end of the semester ( p < .001) and in their confidence in meeting all learning objectives ( p < .001). Most students found that this new format of engaging with theory in complex, applied, and innovative ways by working in teams, completing in-class activities, and open poster presentations beneficial. Engaging students in a new course format led to critical reflection about various levels of influence on health and enhanced students’ ability to apply theory at multiple levels of influence. Further refinement and course development will continue to facilitate developing theorizing skills.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65682297","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 : 2023-06-15DOI: 10.1177/23733799231180614
Alexandra Samarron Longorio, S. Shuman, Catherine Lockmiller, Candace Robertson-James
Recent attention to issues of systemic and institutional racism have resulted in renewed calls for antiracist teaching and learning in the health sciences. Concurrently, there is an emerging socio-political mobilization to pass legislation that limits the teaching of systemic racism. We argue that teaching and learning about racism in academic health professional curricula often has serious limitations—stagnating in a place of teaching about the social and structural determinants of health, yet emphasizing health education and individual behavioral interventions as solutions to health inequities. We present a framework that explains essential components of antiracist knowledge and action that we argue must be implemented across health sciences curricula. Using this framework, we call on health sciences educators to examine how learners engage with racism as a determinant of health and to make curricular changes that provide opportunities to learn about and engage with antiracist actions.
{"title":"Rejecting a Narrative of Individual Deficit: A Model for Developing Antiracist Curriculum in the Health Sciences","authors":"Alexandra Samarron Longorio, S. Shuman, Catherine Lockmiller, Candace Robertson-James","doi":"10.1177/23733799231180614","DOIUrl":"https://doi.org/10.1177/23733799231180614","url":null,"abstract":"Recent attention to issues of systemic and institutional racism have resulted in renewed calls for antiracist teaching and learning in the health sciences. Concurrently, there is an emerging socio-political mobilization to pass legislation that limits the teaching of systemic racism. We argue that teaching and learning about racism in academic health professional curricula often has serious limitations—stagnating in a place of teaching about the social and structural determinants of health, yet emphasizing health education and individual behavioral interventions as solutions to health inequities. We present a framework that explains essential components of antiracist knowledge and action that we argue must be implemented across health sciences curricula. Using this framework, we call on health sciences educators to examine how learners engage with racism as a determinant of health and to make curricular changes that provide opportunities to learn about and engage with antiracist actions.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44251320","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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