Pub Date : 2024-02-08DOI: 10.1177/23733799231218936
Jody O. Early, Alyssa Robillard, R. Rooks, Lahoma Smith Romocki
The rapid dissemination of information through various media platforms has significantly transformed the landscape of health communication and public health. The COVID-19 pandemic underscored how health faculty and practitioners face an increasing challenge in navigating the complex terrain of mis/disinformation that permeates the online world. The proliferation of false or misleading health information poses a significant threat to public health, eroding trust in evidence-based practices and potentially leading to adverse health outcomes. In this post-truth era, it is crucial to equip students and those working in health occupations with the knowledge and skills that enhance their media literacy and ability to discern credible from suspect information. However, we must go further to help students critically examine mis/disinformation from an ecological perspective to understand the historical and socio-political factors that lead to its spread and their vulnerability to it. In this paper, we offer a rationale for focusing on pedagogy to prevent and to mitigate the spread of mis/disinformation in health promotion, and we provide examples of evidence-based approaches for doing so. Additionally, we offer resources to support teaching and learning in this area and identify opportunities for future research.
{"title":"Pedagogy and Propaganda in the Post-Truth Era: Examining Effective Approaches to Teaching About Mis/DisInformation","authors":"Jody O. Early, Alyssa Robillard, R. Rooks, Lahoma Smith Romocki","doi":"10.1177/23733799231218936","DOIUrl":"https://doi.org/10.1177/23733799231218936","url":null,"abstract":"The rapid dissemination of information through various media platforms has significantly transformed the landscape of health communication and public health. The COVID-19 pandemic underscored how health faculty and practitioners face an increasing challenge in navigating the complex terrain of mis/disinformation that permeates the online world. The proliferation of false or misleading health information poses a significant threat to public health, eroding trust in evidence-based practices and potentially leading to adverse health outcomes. In this post-truth era, it is crucial to equip students and those working in health occupations with the knowledge and skills that enhance their media literacy and ability to discern credible from suspect information. However, we must go further to help students critically examine mis/disinformation from an ecological perspective to understand the historical and socio-political factors that lead to its spread and their vulnerability to it. In this paper, we offer a rationale for focusing on pedagogy to prevent and to mitigate the spread of mis/disinformation in health promotion, and we provide examples of evidence-based approaches for doing so. Additionally, we offer resources to support teaching and learning in this area and identify opportunities for future research.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139853630","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
{"title":"Preparing Public Health Educators to Work in a World of Mis and Dis Information","authors":"Lahoma Smith Romocki, J. Early, Alyssa Robillard, R. Rooks","doi":"10.1177/23733799231225435","DOIUrl":"https://doi.org/10.1177/23733799231225435","url":null,"abstract":"","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139791545","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: 10.1177/23733799231218936
Jody O. Early, Alyssa Robillard, R. Rooks, Lahoma Smith Romocki
The rapid dissemination of information through various media platforms has significantly transformed the landscape of health communication and public health. The COVID-19 pandemic underscored how health faculty and practitioners face an increasing challenge in navigating the complex terrain of mis/disinformation that permeates the online world. The proliferation of false or misleading health information poses a significant threat to public health, eroding trust in evidence-based practices and potentially leading to adverse health outcomes. In this post-truth era, it is crucial to equip students and those working in health occupations with the knowledge and skills that enhance their media literacy and ability to discern credible from suspect information. However, we must go further to help students critically examine mis/disinformation from an ecological perspective to understand the historical and socio-political factors that lead to its spread and their vulnerability to it. In this paper, we offer a rationale for focusing on pedagogy to prevent and to mitigate the spread of mis/disinformation in health promotion, and we provide examples of evidence-based approaches for doing so. Additionally, we offer resources to support teaching and learning in this area and identify opportunities for future research.
{"title":"Pedagogy and Propaganda in the Post-Truth Era: Examining Effective Approaches to Teaching About Mis/DisInformation","authors":"Jody O. Early, Alyssa Robillard, R. Rooks, Lahoma Smith Romocki","doi":"10.1177/23733799231218936","DOIUrl":"https://doi.org/10.1177/23733799231218936","url":null,"abstract":"The rapid dissemination of information through various media platforms has significantly transformed the landscape of health communication and public health. The COVID-19 pandemic underscored how health faculty and practitioners face an increasing challenge in navigating the complex terrain of mis/disinformation that permeates the online world. The proliferation of false or misleading health information poses a significant threat to public health, eroding trust in evidence-based practices and potentially leading to adverse health outcomes. In this post-truth era, it is crucial to equip students and those working in health occupations with the knowledge and skills that enhance their media literacy and ability to discern credible from suspect information. However, we must go further to help students critically examine mis/disinformation from an ecological perspective to understand the historical and socio-political factors that lead to its spread and their vulnerability to it. In this paper, we offer a rationale for focusing on pedagogy to prevent and to mitigate the spread of mis/disinformation in health promotion, and we provide examples of evidence-based approaches for doing so. Additionally, we offer resources to support teaching and learning in this area and identify opportunities for future research.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139793529","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 : 2024-01-30DOI: 10.1177/23733799241228821
Satrio Nindyo Istiko
In Australia, racism remains a challenge to dismantle within public health institutions. This paper examines the pressures I experienced from some public health scholars and practitioners to conform to colonial and positivist approaches in knowledge production that still dominate the field. To challenge this hegemony, my research practices turned into what Mignolo calls “epistemic disobedience,” an approach to delink from Western ways of producing knowledge. Based on this experiential learning process, I argue epistemic disobedience should not be overlooked in the discussion of decolonizing research and antiracist pedagogy in the context of doctoral training.
{"title":"Why Do You Make It About Race? Epistemic Disobedience of a Public Health Doctoral Trainee","authors":"Satrio Nindyo Istiko","doi":"10.1177/23733799241228821","DOIUrl":"https://doi.org/10.1177/23733799241228821","url":null,"abstract":"In Australia, racism remains a challenge to dismantle within public health institutions. This paper examines the pressures I experienced from some public health scholars and practitioners to conform to colonial and positivist approaches in knowledge production that still dominate the field. To challenge this hegemony, my research practices turned into what Mignolo calls “epistemic disobedience,” an approach to delink from Western ways of producing knowledge. Based on this experiential learning process, I argue epistemic disobedience should not be overlooked in the discussion of decolonizing research and antiracist pedagogy in the context of doctoral training.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483892","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 : 2024-01-06DOI: 10.1177/23733799231222922
Christopher M. Seitz, M. Orsini
The purpose of this study was to determine how public health PhD students from each of the core disciplines of public health are trained in teaching. The websites of CEPH accredited PhD programs in the core disciplines of public health were searched for degree requirements that included teaching experience and/or pedagogical training. Of the 244 PhD programs included in this study, only 87 (35%) required teaching assistant experience. In terms of training, only 43 programs (17%) required doctoral students to be trained to teach, with just over half of those trainings being for-credit. The topics that were covered in the trainings were analyzed, with the three most common being: assessing student learning (e.g., assignments, rubrics, exams), designing a course syllabus, and implementing active learning strategies. In all, this study provided additional evidence for the need of doctoral public health programs to require PhD students to acquire more teaching experience and pedagogical knowledge.
{"title":"Requirements for Teaching Experience and Pedagogical Training Among Public Health PhD Programs","authors":"Christopher M. Seitz, M. Orsini","doi":"10.1177/23733799231222922","DOIUrl":"https://doi.org/10.1177/23733799231222922","url":null,"abstract":"The purpose of this study was to determine how public health PhD students from each of the core disciplines of public health are trained in teaching. The websites of CEPH accredited PhD programs in the core disciplines of public health were searched for degree requirements that included teaching experience and/or pedagogical training. Of the 244 PhD programs included in this study, only 87 (35%) required teaching assistant experience. In terms of training, only 43 programs (17%) required doctoral students to be trained to teach, with just over half of those trainings being for-credit. The topics that were covered in the trainings were analyzed, with the three most common being: assessing student learning (e.g., assignments, rubrics, exams), designing a course syllabus, and implementing active learning strategies. In all, this study provided additional evidence for the need of doctoral public health programs to require PhD students to acquire more teaching experience and pedagogical knowledge.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139380898","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 : 2024-01-01DOI: 10.1177/23733799231221489
Connie Currier, John Clements, Robey B. Shah, Alec Bennett
This study investigated how student perceptions of interaction and engagement in fully online courses changed when synchronous discussions were built into the curriculum after the COVID-19 pandemic began. Moore’s Model of Interaction provided the analytical framework for assessing student-student and student-content interactions. Participants were Master of Public Health students from a large public university in the midwestern United States. Summary quantitative and qualitative data from student course evaluations are presented that assessed student interaction, connection, and learning. Results showed that synchronous discussions enabled students to “develop a sense of community” with other students and the content, while increasing their engagement and comprehension and integration of course concepts. Lessons learned for successful implementation of synchronous discussions in online courses are discussed to increase overall student satisfaction with engagement and improve learning outcomes.
{"title":"Building Community in Response to COVID-19: Improving Student Interaction and Engagement in an Online Program","authors":"Connie Currier, John Clements, Robey B. Shah, Alec Bennett","doi":"10.1177/23733799231221489","DOIUrl":"https://doi.org/10.1177/23733799231221489","url":null,"abstract":"This study investigated how student perceptions of interaction and engagement in fully online courses changed when synchronous discussions were built into the curriculum after the COVID-19 pandemic began. Moore’s Model of Interaction provided the analytical framework for assessing student-student and student-content interactions. Participants were Master of Public Health students from a large public university in the midwestern United States. Summary quantitative and qualitative data from student course evaluations are presented that assessed student interaction, connection, and learning. Results showed that synchronous discussions enabled students to “develop a sense of community” with other students and the content, while increasing their engagement and comprehension and integration of course concepts. Lessons learned for successful implementation of synchronous discussions in online courses are discussed to increase overall student satisfaction with engagement and improve learning outcomes.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139125133","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 : 2024-01-01DOI: 10.1177/23733799231222466
Anna Mullany
Street theater is historically a form of political performance art used to foster social change and is characterized by unscheduled performances in public spaces, interactive audience participation, and short performances often repeated in the same spot for passersby. Long used as a creative tool within social movements, street skits not only entertain but are used to educate and build awareness on pressing issues. It is an art form for the people, by the people, making theater available for all (“on the streets”) rather than solely for those who can afford it. Street theater also has its uses in public health education and organizing and has been used globally as an effective method of health promotion, especially in rural and low-literacy areas. This paper looks at a street theater project that university students at Clark University in Worcester, MA participated in as part of a “Health Rights: Advocacy and Action” course. Students were tasked with developing a street theater skit that educates on a public health issue and publicly perform the skit on campus. Three skits were produced: (1) “Deadly Derailment”: raised awareness on industry deregulation and the 2023 toxic chemical spill in East Palestine, OH; (2) “Harm Reduction Saves Lives”: addressed humane and non-victim blaming ways to address substance use; and (3) “End the STIgma”: educated on sexual health on a college campus. Teaching street theater as part of public health pedagogy is a creative approach to inspire students to use their voices and link health promotion and activism.
{"title":"The ACT in Health Activism: Teaching Street Theater to College Students","authors":"Anna Mullany","doi":"10.1177/23733799231222466","DOIUrl":"https://doi.org/10.1177/23733799231222466","url":null,"abstract":"Street theater is historically a form of political performance art used to foster social change and is characterized by unscheduled performances in public spaces, interactive audience participation, and short performances often repeated in the same spot for passersby. Long used as a creative tool within social movements, street skits not only entertain but are used to educate and build awareness on pressing issues. It is an art form for the people, by the people, making theater available for all (“on the streets”) rather than solely for those who can afford it. Street theater also has its uses in public health education and organizing and has been used globally as an effective method of health promotion, especially in rural and low-literacy areas. This paper looks at a street theater project that university students at Clark University in Worcester, MA participated in as part of a “Health Rights: Advocacy and Action” course. Students were tasked with developing a street theater skit that educates on a public health issue and publicly perform the skit on campus. Three skits were produced: (1) “Deadly Derailment”: raised awareness on industry deregulation and the 2023 toxic chemical spill in East Palestine, OH; (2) “Harm Reduction Saves Lives”: addressed humane and non-victim blaming ways to address substance use; and (3) “End the STIgma”: educated on sexual health on a college campus. Teaching street theater as part of public health pedagogy is a creative approach to inspire students to use their voices and link health promotion and activism.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139126840","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 : 2023-12-03DOI: 10.1177/23733799231214970
Jennifer R. Banas, S. Gershon
Teaching the components of health advocacy is straightforward, but fostering young people’s self-efficacy to be health advocates for themselves, others, and their community is more complex. This complexity sometimes renders advocating for health, the basis of National Health Education Standard (NHES) #8, challenging to teach. We utilized a pedagogical approach called biblioguidance to teach this skill to 10th-grade students. The premise of biblioguidance, also called bibliotherapy, is that information, guidance, and even solace can be found through reading and vicariously living story events. To implement this approach, we consulted the literature and created a six-step framework to guide the design, development, and evaluation of a health advocacy curriculum, including young adult novels, guided reading prompts, electronic journals, and small group discussions. Our pre/post-assessment, rooted in NHES #8, evaluated the impact on students’ ( N = 168) self-efficacy to health advocate for themselves, others, and the community. Results revealed a significant change ( p < .001), particularly in advocating for community health. Further, the teachers found that the curriculum facilitated the discussion of health-related topics in subsequent units. We will continue using the curriculum but expand it to include opportunities for authentic application and qualitative data evaluation techniques.
{"title":"A Biblioguidance Approach to Fostering Students’ Self-Efficacy to Advocate for Health","authors":"Jennifer R. Banas, S. Gershon","doi":"10.1177/23733799231214970","DOIUrl":"https://doi.org/10.1177/23733799231214970","url":null,"abstract":"Teaching the components of health advocacy is straightforward, but fostering young people’s self-efficacy to be health advocates for themselves, others, and their community is more complex. This complexity sometimes renders advocating for health, the basis of National Health Education Standard (NHES) #8, challenging to teach. We utilized a pedagogical approach called biblioguidance to teach this skill to 10th-grade students. The premise of biblioguidance, also called bibliotherapy, is that information, guidance, and even solace can be found through reading and vicariously living story events. To implement this approach, we consulted the literature and created a six-step framework to guide the design, development, and evaluation of a health advocacy curriculum, including young adult novels, guided reading prompts, electronic journals, and small group discussions. Our pre/post-assessment, rooted in NHES #8, evaluated the impact on students’ ( N = 168) self-efficacy to health advocate for themselves, others, and the community. Results revealed a significant change ( p < .001), particularly in advocating for community health. Further, the teachers found that the curriculum facilitated the discussion of health-related topics in subsequent units. We will continue using the curriculum but expand it to include opportunities for authentic application and qualitative data evaluation techniques.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138605466","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}
Growing appreciation of the necessity of, and evidence-based strategies for, working collaboratively with communities in health promotion and related fields have been well documented. Yet community engagement, the umbrella term for many of these efforts, is rarely taught as a standalone course, nor is a critical component of community engagement –antiracism practice—typically included. Following a review of the literature, we discuss the contexts, pedagogical grounding and strategies, learning objectives and piloting of a “micro course” on community engagement using an antiracism lens at UC Berkeley’s School of Public Health. Designed for graduate students interested in community-based participatory research and practice but unable to take a full academic course in this area, the 30 hour pilot course drew a diverse mix of 16 students. Focused attention on racism, systematic racism, and antiracism practice was provided through lectures, in-class exercises, homework reflections, and the course final. Case-based examples of the critical role of antiracism practice in community engagement, particularly in and with BIPOC communities, were shared, and a range of strategies explored for building and maintaining cross-cultural partnerships and transforming our own institutions to better reflect antiracism practice. Challenges faced are highlighted, and lessons learned shared, including the imperative of creating, in both course planning and teaching, sharing our positionality and creating safe spaces for discussing any tensions that may arise.
{"title":"Teaching Community Engagement Through an Anti-Racism Lens: Lessons Learned From a Pilot Micro Course in Public Health and Health Care","authors":"Vicky Gomez, Amia Nash, Brittany Chambers, Meredith Minkler","doi":"10.1177/23733799231211536","DOIUrl":"https://doi.org/10.1177/23733799231211536","url":null,"abstract":"Growing appreciation of the necessity of, and evidence-based strategies for, working collaboratively with communities in health promotion and related fields have been well documented. Yet community engagement, the umbrella term for many of these efforts, is rarely taught as a standalone course, nor is a critical component of community engagement –antiracism practice—typically included. Following a review of the literature, we discuss the contexts, pedagogical grounding and strategies, learning objectives and piloting of a “micro course” on community engagement using an antiracism lens at UC Berkeley’s School of Public Health. Designed for graduate students interested in community-based participatory research and practice but unable to take a full academic course in this area, the 30 hour pilot course drew a diverse mix of 16 students. Focused attention on racism, systematic racism, and antiracism practice was provided through lectures, in-class exercises, homework reflections, and the course final. Case-based examples of the critical role of antiracism practice in community engagement, particularly in and with BIPOC communities, were shared, and a range of strategies explored for building and maintaining cross-cultural partnerships and transforming our own institutions to better reflect antiracism practice. Challenges faced are highlighted, and lessons learned shared, including the imperative of creating, in both course planning and teaching, sharing our positionality and creating safe spaces for discussing any tensions that may arise.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139221837","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 : 2023-11-27DOI: 10.1177/23733799231214960
Keiko Goto, Yareni Gutierrez-Gomez
The current article describes a 12-week course-based research project through Collaborative Online International Learning (COIL) among nutrition students from American and Mexican universities. Students were divided into small research teams, developed questionnaires, and conducted online surveys with college students in their home institutions. After a data collection period, each research team analyzed data and compared results between American and Mexican participants. Based on their study results, each research team developed a proposed 6-month nutrition intervention project for college students. Post-COIL project survey results demonstrate that students rated high in the areas of overall COIL experience, the duration and time of interaction in the COIL project, technologies, interaction with peers and professors, global and cultural competency, and overall satisfaction of the project. This research also highlights the importance of a course-based research project in student critical thinking skills and science literacy. Future research is needed to effectively evaluate the synergistic effects of COIL and a course-based research project on student learning across the globe.
{"title":"Research Globally, Learn Globally: An Innovative Course-based Research Project through Collaborative Online International Learning (COIL) Among Nutrition Students From American and Mexican Universities","authors":"Keiko Goto, Yareni Gutierrez-Gomez","doi":"10.1177/23733799231214960","DOIUrl":"https://doi.org/10.1177/23733799231214960","url":null,"abstract":"The current article describes a 12-week course-based research project through Collaborative Online International Learning (COIL) among nutrition students from American and Mexican universities. Students were divided into small research teams, developed questionnaires, and conducted online surveys with college students in their home institutions. After a data collection period, each research team analyzed data and compared results between American and Mexican participants. Based on their study results, each research team developed a proposed 6-month nutrition intervention project for college students. Post-COIL project survey results demonstrate that students rated high in the areas of overall COIL experience, the duration and time of interaction in the COIL project, technologies, interaction with peers and professors, global and cultural competency, and overall satisfaction of the project. This research also highlights the importance of a course-based research project in student critical thinking skills and science literacy. Future research is needed to effectively evaluate the synergistic effects of COIL and a course-based research project on student learning across the globe.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139232783","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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