Pub Date : 2023-06-15DOI: 10.1177/23733799231179236
Carol Cox, D. Rhodes
Internships for public health education students train the next generation of professionals by exposing them to diverse learning environments and encouraging them to apply classroom knowledge and academic competencies to solve real-world problems in the field. Interns work under a supervisor who provides professional guidance, training, and mentorship as interns create project-based deliverables to meet authentic agency needs. Expected to provide education, although they have not been specifically trained in teaching, supervisors report lack of time and resources for supervision as well as need for assistance in educating and evaluating interns.
{"title":"Training Program Design: A Public Health Education Internship Supervisor Training E-Module","authors":"Carol Cox, D. Rhodes","doi":"10.1177/23733799231179236","DOIUrl":"https://doi.org/10.1177/23733799231179236","url":null,"abstract":"Internships for public health education students train the next generation of professionals by exposing them to diverse learning environments and encouraging them to apply classroom knowledge and academic competencies to solve real-world problems in the field. Interns work under a supervisor who provides professional guidance, training, and mentorship as interns create project-based deliverables to meet authentic agency needs. Expected to provide education, although they have not been specifically trained in teaching, supervisors report lack of time and resources for supervision as well as need for assistance in educating and evaluating interns.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"214 - 220"},"PeriodicalIF":1.5,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45284807","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 : 2023-06-13DOI: 10.1177/23733799231179234
Anji Buckner-Capone
Metaphor is essential to human cognition and central to teaching and learning. In this case study, the author documents the use of metaphor in a senior-level course as a strategy to build community, provide a sense of direction, and unite the class around a shared experience. Students who experienced the metaphor as a teaching tool were invited to share their memories and reflect on the impact ( N = 395). Through content analysis, three themes were identified in the responses: (1) Appreciating the Journey, (2) Building and Supporting a Classroom Community, and (3) Finding Motivation, Purpose, and Willingness to Face the Unknown. Overall, most respondents remembered and valued the metaphor immediately and, in the months, and years following the course. The use of metaphors is recommended in public health teaching and learning.
{"title":"Why I Climb Mountains With Students: Using Metaphor as a Teaching Tool","authors":"Anji Buckner-Capone","doi":"10.1177/23733799231179234","DOIUrl":"https://doi.org/10.1177/23733799231179234","url":null,"abstract":"Metaphor is essential to human cognition and central to teaching and learning. In this case study, the author documents the use of metaphor in a senior-level course as a strategy to build community, provide a sense of direction, and unite the class around a shared experience. Students who experienced the metaphor as a teaching tool were invited to share their memories and reflect on the impact ( N = 395). Through content analysis, three themes were identified in the responses: (1) Appreciating the Journey, (2) Building and Supporting a Classroom Community, and (3) Finding Motivation, Purpose, and Willingness to Face the Unknown. Overall, most respondents remembered and valued the metaphor immediately and, in the months, and years following the course. The use of metaphors is recommended in public health teaching and learning.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49081833","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 : 2023-06-13DOI: 10.1177/23733799231177045
E. Tsui, S. Cooper, Ayah Elsayed, Stella Billings, Sindy Stewart, Daviann Andrews
Since 2020, graduate public health students have been living through the intersecting pandemics of COVID-19 and structural racism while simultaneously experiencing classroom lessons on these topics. In this paper, we analyze 14 oral history interviews exploring these experiences, and identify needed shifts in public health pedagogy that these interviews illuminate. Interviews were produced through a participatory oral history project called Public Health Education Now, which was led by a team of faculty and MPH students based at the City University of New York Graduate School of Public Health and Health Policy. We analyzed the interviews using reflexive thematic analysis. In these interviews, students described lived experiences of trauma, isolation, and tensions in public health (Theme 1), as well as a desire for public health education anchored in their lived experiences that activates hope (Theme 2), and public health education that nourishes and sustains them (Theme 3). Our analysis advances a view of public health students of this era as survivor-learners whose lived experiences can be a rich resource for informing the future of public health education, provided appropriate supports are in place. We discuss the ways that trauma-informed teaching and learning responds to these findings. Finally, we suggest action steps toward incorporating trauma-informed public health pedagogy drawing on lived experiences into public health classrooms, programs, and schools.
{"title":"When it “Feels Like We’re in This Together”: Toward a Trauma-Informed Public Health Pedagogy Drawing on Lived Experiences","authors":"E. Tsui, S. Cooper, Ayah Elsayed, Stella Billings, Sindy Stewart, Daviann Andrews","doi":"10.1177/23733799231177045","DOIUrl":"https://doi.org/10.1177/23733799231177045","url":null,"abstract":"Since 2020, graduate public health students have been living through the intersecting pandemics of COVID-19 and structural racism while simultaneously experiencing classroom lessons on these topics. In this paper, we analyze 14 oral history interviews exploring these experiences, and identify needed shifts in public health pedagogy that these interviews illuminate. Interviews were produced through a participatory oral history project called Public Health Education Now, which was led by a team of faculty and MPH students based at the City University of New York Graduate School of Public Health and Health Policy. We analyzed the interviews using reflexive thematic analysis. In these interviews, students described lived experiences of trauma, isolation, and tensions in public health (Theme 1), as well as a desire for public health education anchored in their lived experiences that activates hope (Theme 2), and public health education that nourishes and sustains them (Theme 3). Our analysis advances a view of public health students of this era as survivor-learners whose lived experiences can be a rich resource for informing the future of public health education, provided appropriate supports are in place. We discuss the ways that trauma-informed teaching and learning responds to these findings. Finally, we suggest action steps toward incorporating trauma-informed public health pedagogy drawing on lived experiences into public health classrooms, programs, and schools.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65682152","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 : 2023-06-13DOI: 10.1177/23733799231177043
A. Ratnayake, Alyssa M. Lederer
Service learning is a pedagogical strategy in which students complete a project at a community-based organization where they can apply classroom skills in a real-world context. Service learning can benefit student learning outcomes and continues to expand in public health education; yet there is the potential for ethical concerns. In particular, service learning may reinforce inequities between academic institutions and community organizations by positioning academic institutions as holding significant power and resources and inadvertently promoting this dynamic to students. This perspective provides an overview of service learning in public health and related fields, discusses the benefits of service learning as well as the gaps in standardization and evaluation, and highlights situations in which inequities may emerge. Recommendations are provided, with the goal of helping future health promotion professionals better meet the objective of fostering social justice through public health.
{"title":"Service Learning in Public Health: A Critical Assessment of Potential Benefits and Unintended Consequences","authors":"A. Ratnayake, Alyssa M. Lederer","doi":"10.1177/23733799231177043","DOIUrl":"https://doi.org/10.1177/23733799231177043","url":null,"abstract":"Service learning is a pedagogical strategy in which students complete a project at a community-based organization where they can apply classroom skills in a real-world context. Service learning can benefit student learning outcomes and continues to expand in public health education; yet there is the potential for ethical concerns. In particular, service learning may reinforce inequities between academic institutions and community organizations by positioning academic institutions as holding significant power and resources and inadvertently promoting this dynamic to students. This perspective provides an overview of service learning in public health and related fields, discusses the benefits of service learning as well as the gaps in standardization and evaluation, and highlights situations in which inequities may emerge. Recommendations are provided, with the goal of helping future health promotion professionals better meet the objective of fostering social justice through public health.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41509541","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 : 2023-06-03DOI: 10.1177/23733799231174247
Brynn Adamson, K. DiFilippo, Elizabeth Frasca, C. Clarke
Critical thinking is an important skill in all academic disciplines, but it can be difficult to develop assessments that adequately evaluate how critical thinking has changed over the period of a semester. In the context of health promotion, it is essential to prepare learners to appraise health information and misinformation, identify health disparities and work to address them, engage in health promotion practices that are culturally sensitive, theoretically driven, evidence-based, and acknowledge the role of social determinants of health and health behaviors. Health Behavior Theory is a fundamental subject taught in health promotion programs. While a large part of this subject matter involves the learning of health behavior theory, it presents an opportunity where critical thinking can be fostered through embodied pedagogy. Since students have had years of exposure to health information, as well as personal and observed experiences with health behavior, students come with many preconceived notions about the subject matter. In this article, we describe the use of a scaffolded experience of embodied behavior change and self-reflection, culminating in the creation of an autoethnography as a pedagogical experience which can support critical thinking in learners. We describe the development, implementation, and evaluation of the autoethnography assignment. As an embodied pedagogy, the autoethnography experience provides students with valuable insight into the difficulties of behavior change on an individual level while connecting individual experiences with social discourses that influence diverse meanings related to health behavior.
{"title":"Using Autoethnographic Writing to Teach Critical Thinking in Health Behavior Theory Courses","authors":"Brynn Adamson, K. DiFilippo, Elizabeth Frasca, C. Clarke","doi":"10.1177/23733799231174247","DOIUrl":"https://doi.org/10.1177/23733799231174247","url":null,"abstract":"Critical thinking is an important skill in all academic disciplines, but it can be difficult to develop assessments that adequately evaluate how critical thinking has changed over the period of a semester. In the context of health promotion, it is essential to prepare learners to appraise health information and misinformation, identify health disparities and work to address them, engage in health promotion practices that are culturally sensitive, theoretically driven, evidence-based, and acknowledge the role of social determinants of health and health behaviors. Health Behavior Theory is a fundamental subject taught in health promotion programs. While a large part of this subject matter involves the learning of health behavior theory, it presents an opportunity where critical thinking can be fostered through embodied pedagogy. Since students have had years of exposure to health information, as well as personal and observed experiences with health behavior, students come with many preconceived notions about the subject matter. In this article, we describe the use of a scaffolded experience of embodied behavior change and self-reflection, culminating in the creation of an autoethnography as a pedagogical experience which can support critical thinking in learners. We describe the development, implementation, and evaluation of the autoethnography assignment. As an embodied pedagogy, the autoethnography experience provides students with valuable insight into the difficulties of behavior change on an individual level while connecting individual experiences with social discourses that influence diverse meanings related to health behavior.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47587864","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 : 2023-06-01DOI: 10.1177/23733799231175171
Devin C. Bowles, J. Kruger
{"title":"Generating Employable, Intelligent Graduates in a World With Generative AI: Thoughts for Educators","authors":"Devin C. Bowles, J. Kruger","doi":"10.1177/23733799231175171","DOIUrl":"https://doi.org/10.1177/23733799231175171","url":null,"abstract":"","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"75 - 77"},"PeriodicalIF":1.5,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49567215","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 : 2023-06-01DOI: 10.1177/23733799231177500
{"title":"Pedagogy in Health Promotion: The Scholarship of Teaching and Learning Paper of the Year Award","authors":"","doi":"10.1177/23733799231177500","DOIUrl":"https://doi.org/10.1177/23733799231177500","url":null,"abstract":"","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"150 - 150"},"PeriodicalIF":1.5,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43408366","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 : 2023-06-01DOI: 10.1177/23733799231175881
{"title":"Acknowledgement of Members of Pedagogy in Health Promotion: The Scholarship of Teaching and Learning’s Review Panel","authors":"","doi":"10.1177/23733799231175881","DOIUrl":"https://doi.org/10.1177/23733799231175881","url":null,"abstract":"","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"151 - 151"},"PeriodicalIF":1.5,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41579634","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 : 2023-05-02DOI: 10.1177/23733799231169204
A. Kalbarczyk, E. Miller, A. Majidulla, C. Tarazona-Meza, P. Chatterjee, M. Sauer, S. Closser
The practice of assigning grades is a universal quality of educational institutions, but the effects of biases in grading as well as its potential to distract from actual learning can make grading particularly problematic in the context of global health education. Ungrading is an anti-oppressive strategy to teaching which seeks to promote students as the experts of their own learning. It de-emphasizes grades and focuses on improved student engagement over time facilitated through thoughtful instructor comments and ongoing conversations. We implemented ungrading in two graduate-level global health courses at the Johns Hopkins Bloomberg School of Public Health; this manuscript documents the implementation process, the teaching teams’ experience, and student evaluations related to ungrading. Overall, quantitative course reviews were much improved from previous year(s). Qualitative responses revealed that students across both courses felt that ungrading improved their ability to focus on learning course material without anxiety about GPAs. Ungrading also encouraged students to embrace comments for learning, take risks, and leverage their lived experiences in responses. The teaching team felt students put in more effort, not less, and enjoyed a transformation in interactions with students—away from grades and toward content. Ungrading is a promising approach in graduate global health education that can facilitate inclusive and reflexive learning spaces.
{"title":"Exploring the Implications of Implementing Ungrading in Two Graduate-Level Global Health Courses","authors":"A. Kalbarczyk, E. Miller, A. Majidulla, C. Tarazona-Meza, P. Chatterjee, M. Sauer, S. Closser","doi":"10.1177/23733799231169204","DOIUrl":"https://doi.org/10.1177/23733799231169204","url":null,"abstract":"The practice of assigning grades is a universal quality of educational institutions, but the effects of biases in grading as well as its potential to distract from actual learning can make grading particularly problematic in the context of global health education. Ungrading is an anti-oppressive strategy to teaching which seeks to promote students as the experts of their own learning. It de-emphasizes grades and focuses on improved student engagement over time facilitated through thoughtful instructor comments and ongoing conversations. We implemented ungrading in two graduate-level global health courses at the Johns Hopkins Bloomberg School of Public Health; this manuscript documents the implementation process, the teaching teams’ experience, and student evaluations related to ungrading. Overall, quantitative course reviews were much improved from previous year(s). Qualitative responses revealed that students across both courses felt that ungrading improved their ability to focus on learning course material without anxiety about GPAs. Ungrading also encouraged students to embrace comments for learning, take risks, and leverage their lived experiences in responses. The teaching team felt students put in more effort, not less, and enjoyed a transformation in interactions with students—away from grades and toward content. Ungrading is a promising approach in graduate global health education that can facilitate inclusive and reflexive learning spaces.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48158202","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 : 2023-04-22DOI: 10.1177/23733799231164609
S. Sibbald, N. Campbell, Cecilia Flores-Sandoval, M. Speechley
In line with the complex modern health care system and the increasing importance of interprofessional teams, a powerful strategy to facilitate the acquisition of essential teamwork skills and expose students to complex decision-making processes is learning in teams. The purpose of our study was to obtain empirical evidence of superior decision-making by teams versus individuals in two simulated decision-making exercises conducted 4 months apart. We collected quantitative data from three cohorts of Master of Public Health students to determine if teams make better decisions than individuals (“team effect”) between September and January. Students completed simulated emergency survival exercises requiring them to make correct decisions individually and then as teams. Decision quality was determined by comparison to survival experts’ decisions. We calculated the “team effect” as the gain or loss of mean individual versus group scores across 10 learning teams per cohort for fall and winter exercises. All three cohorts had a consistently small average team effect in September and a much larger team effect in January. Our study showed consistent improvements in decision-making after students had worked in teams for 4 months. Overall, this study demonstrates the potential benefit of incorporating team learning into a public health curriculum and the importance of strategies to teach teamwork in health education. Using simulation in health education and promoting team learning activities can help prepare students for interprofessional collaboration, a part of the demanding public health landscape. These results might help convince students of the benefits of teamwork, facilitate collaborative decision-making, and enhance the learning experience.
{"title":"Comparing Individual Versus Team Decision-Making Using Simulated Exercises in a Master of Public Health Program","authors":"S. Sibbald, N. Campbell, Cecilia Flores-Sandoval, M. Speechley","doi":"10.1177/23733799231164609","DOIUrl":"https://doi.org/10.1177/23733799231164609","url":null,"abstract":"In line with the complex modern health care system and the increasing importance of interprofessional teams, a powerful strategy to facilitate the acquisition of essential teamwork skills and expose students to complex decision-making processes is learning in teams. The purpose of our study was to obtain empirical evidence of superior decision-making by teams versus individuals in two simulated decision-making exercises conducted 4 months apart. We collected quantitative data from three cohorts of Master of Public Health students to determine if teams make better decisions than individuals (“team effect”) between September and January. Students completed simulated emergency survival exercises requiring them to make correct decisions individually and then as teams. Decision quality was determined by comparison to survival experts’ decisions. We calculated the “team effect” as the gain or loss of mean individual versus group scores across 10 learning teams per cohort for fall and winter exercises. All three cohorts had a consistently small average team effect in September and a much larger team effect in January. Our study showed consistent improvements in decision-making after students had worked in teams for 4 months. Overall, this study demonstrates the potential benefit of incorporating team learning into a public health curriculum and the importance of strategies to teach teamwork in health education. Using simulation in health education and promoting team learning activities can help prepare students for interprofessional collaboration, a part of the demanding public health landscape. These results might help convince students of the benefits of teamwork, facilitate collaborative decision-making, and enhance the learning experience.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"116 - 123"},"PeriodicalIF":1.5,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45445151","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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