Pub Date : 2023-03-21DOI: 10.1177/23733799231158384
Melina T. Czymoniewicz-Klippel, Laura E. Cruz
In public health, ethics is a core competency. Accordingly, ethical decision-making should be part of the curriculum for all students seeking to enter the profession. Evidence suggests simulation may positively impact student learning of ethics. Yet, engaging in a traditional simulative or immersive experience is inaccessible to many students. Instead, could participation in virtual immersive experiences serve as a proxy for promoting student outcomes for ethical decision-making in public health? This quasi-experimental mixed methods study examined whether the integration of 360° videos in an undergraduate online health ethics course enhanced intended ethical decision-making. Undergraduate students (n = 26) provided access to two assignments or artifacts. These artifacts were analyzed in accordance with a tailored rubric to explore differences in five constructs of ethical reasoning when writing assignments were completed with (n = 13), or without (n = 13), an integrated 360° video component. The results show the 360° videos enhanced the students’ ability to engage in ethical reasoning, with significant differences in rater scores being noted across multiple constructs. The data were also analyzed qualitatively. Students in the intervention group engaged in a process of “compassionate calculus,” integrating various elements of empathy, compassion, and self-awareness toward a clinical outcome. Together these findings demonstrate the capacity of virtual immersive experience to support students in the enhancement of intended ethical decision-making through the development of greater compassion or empathic concern. This study provides evidence to guide the continued integration of virtual immersive experiences into undergraduate public health education.
{"title":"Engagement of Online Biobehavioral Health Students in Ethics Education Through Virtual Immersive Experiences","authors":"Melina T. Czymoniewicz-Klippel, Laura E. Cruz","doi":"10.1177/23733799231158384","DOIUrl":"https://doi.org/10.1177/23733799231158384","url":null,"abstract":"In public health, ethics is a core competency. Accordingly, ethical decision-making should be part of the curriculum for all students seeking to enter the profession. Evidence suggests simulation may positively impact student learning of ethics. Yet, engaging in a traditional simulative or immersive experience is inaccessible to many students. Instead, could participation in virtual immersive experiences serve as a proxy for promoting student outcomes for ethical decision-making in public health? This quasi-experimental mixed methods study examined whether the integration of 360° videos in an undergraduate online health ethics course enhanced intended ethical decision-making. Undergraduate students (n = 26) provided access to two assignments or artifacts. These artifacts were analyzed in accordance with a tailored rubric to explore differences in five constructs of ethical reasoning when writing assignments were completed with (n = 13), or without (n = 13), an integrated 360° video component. The results show the 360° videos enhanced the students’ ability to engage in ethical reasoning, with significant differences in rater scores being noted across multiple constructs. The data were also analyzed qualitatively. Students in the intervention group engaged in a process of “compassionate calculus,” integrating various elements of empathy, compassion, and self-awareness toward a clinical outcome. Together these findings demonstrate the capacity of virtual immersive experience to support students in the enhancement of intended ethical decision-making through the development of greater compassion or empathic concern. This study provides evidence to guide the continued integration of virtual immersive experiences into undergraduate public health education.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"182 - 192"},"PeriodicalIF":1.5,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43627586","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 : 2023-03-01DOI: 10.1177/23733799231155906
Steve Borders
The COVID-19 pandemic created mass disruptions throughout the world that continue to reverberate today. Among those are increasing demands for how public health information is delivered and consumed. Interactive dashboards such as the iconic Johns Hopkins University Center for Systems Science and Engineering dashboard have become a staple of the pandemic. Today, public health departments in all 50 states, many universities, school systems, and cities maintain active COVID-19 dashboards driving demand for those with skills and expertise to create new and innovative solutions to communicate critical public health information. This article describes a data visualization curriculum, learning objectives, and course activities using an active learning approach in a fully online, asynchronous undergraduate setting. The activities utilize publicly available data whereby students assemble the requisite data and develop an interactive dashboard in Tableau to analyze the intersection of food accessibility, the social determinants of health, and health outcomes in select South Carolina counties. The lesson resulted in an improved student understanding of the factors associated with dietary-related illness while enhancing data literacy and dashboard design skills.
{"title":"Health Outcomes, Food Accessibility, and the Social Determinants of Health: Visualizing Disparities in South Carolina Using an Active Learning Approach With Interactive Dashboards","authors":"Steve Borders","doi":"10.1177/23733799231155906","DOIUrl":"https://doi.org/10.1177/23733799231155906","url":null,"abstract":"The COVID-19 pandemic created mass disruptions throughout the world that continue to reverberate today. Among those are increasing demands for how public health information is delivered and consumed. Interactive dashboards such as the iconic Johns Hopkins University Center for Systems Science and Engineering dashboard have become a staple of the pandemic. Today, public health departments in all 50 states, many universities, school systems, and cities maintain active COVID-19 dashboards driving demand for those with skills and expertise to create new and innovative solutions to communicate critical public health information. This article describes a data visualization curriculum, learning objectives, and course activities using an active learning approach in a fully online, asynchronous undergraduate setting. The activities utilize publicly available data whereby students assemble the requisite data and develop an interactive dashboard in Tableau to analyze the intersection of food accessibility, the social determinants of health, and health outcomes in select South Carolina counties. The lesson resulted in an improved student understanding of the factors associated with dietary-related illness while enhancing data literacy and dashboard design skills.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"221 - 228"},"PeriodicalIF":1.5,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46440952","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 : 2023-02-24DOI: 10.1177/23733799231153167
M. Runnerstrom, K. Denaro, Brian K. Sato
Undergraduate public health programs play a dual role in training the next generation of public health professionals while equipping nonmajors with basic public health knowledge. Our study aimed to understand if introductory public health courses were effective for recruitment and retention of majors. We used 5 years of institutional data to explore the public health course-taking and major enrollment patterns for students who enrolled in two introductory public health courses at a research-intensive, minority-serving institution. For students who enrolled in Principles of Public Health (PH1), 73% went on to take one or more additional public health courses. Trends show that most took Case Studies in Public Health Practice (PH2) after PH1 during their first 2 years in college, and the majority of nonmajors who took PH1 in their second year enrolled in PH2 within one quarter. Seventy-two percent of students who enrolled in both PH1 and PH2 graduated in public health regardless of their major at entry to the university, and 77% of public health graduates joined through a change of major. Importantly, 19% of all students took at least one public health course. Enrollment in both PH1 and PH2 may be important for major recruitment and retention, and efforts to encourage students to consider or stay in the public health major during these courses should be considered. Our analyses highlight that introductory public health courses provide critical opportunities for students to learn about public health and may serve as gateways to the major and possibly a public health career.
{"title":"Bolstering the Public Health Workforce: Recruitment and Retention of Public Health Majors","authors":"M. Runnerstrom, K. Denaro, Brian K. Sato","doi":"10.1177/23733799231153167","DOIUrl":"https://doi.org/10.1177/23733799231153167","url":null,"abstract":"Undergraduate public health programs play a dual role in training the next generation of public health professionals while equipping nonmajors with basic public health knowledge. Our study aimed to understand if introductory public health courses were effective for recruitment and retention of majors. We used 5 years of institutional data to explore the public health course-taking and major enrollment patterns for students who enrolled in two introductory public health courses at a research-intensive, minority-serving institution. For students who enrolled in Principles of Public Health (PH1), 73% went on to take one or more additional public health courses. Trends show that most took Case Studies in Public Health Practice (PH2) after PH1 during their first 2 years in college, and the majority of nonmajors who took PH1 in their second year enrolled in PH2 within one quarter. Seventy-two percent of students who enrolled in both PH1 and PH2 graduated in public health regardless of their major at entry to the university, and 77% of public health graduates joined through a change of major. Importantly, 19% of all students took at least one public health course. Enrollment in both PH1 and PH2 may be important for major recruitment and retention, and efforts to encourage students to consider or stay in the public health major during these courses should be considered. Our analyses highlight that introductory public health courses provide critical opportunities for students to learn about public health and may serve as gateways to the major and possibly a public health career.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"124 - 130"},"PeriodicalIF":1.5,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46300446","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 : 2023-02-04DOI: 10.1177/23733799221151181
C. Merzel
We launch Volume 9 of Pedagogy in Health Promotion with a compilation of papers focusing on two areas of timely significance in health promotion and public health education. The COVID-19 pandemic has exposed great unmet need for addressing mental health, and also demonstrates the importance of interprofessional and crosssectoral approaches to dealing with complex public health problems. The articles in this Issue provide useful lessons for pedagogies to promote mental health and to develop student capacity to work in interprofessional teams. Lindsay et al. (2023) report on their qualitative study examining student views of the role of the university in fostering student mental health and suggested practices and policies to promote psychological wellbeing. Their findings indicate the need for both classroom and extracurricular supports. Prioritizing mental health and fostering connections and social support were important themes identified in interviews with students. Recommendations for how faculty can provide a more supportive teaching and learning environment included flexibility, manageable workloads, transparency and clarity in expectations, and ongoing communication with students. Trauma informed pedagogy is gaining recognition as a critical framework for addressing students’ mental wellbeing (Harper & Neubauer, 2021). Based on findings from a qualitative study, Friedman (2023) presents a model for how signature pedagogical practices can be combined with a trauma informed approach. Key components include clarity of instruction; “recognizing the moment” of student experiences with psychosocial challenges, and providing safe spaces to acknowledge and discuss them; faculty availability and flexibility; and creating empathetic connections. These findings echo those of Lindsay et al. (2023), reinforcing the lesson that supportive educational environments and teaching styles are essential elements for promoting student wellbeing. Developing effective training to deliver communitybased mental health programs is another important undertaking for health promotion professionals. Lapidos et al. (2023) present an approach for peer training in suicide prevention among military veterans. They provide a model for development of a community-based training program designed to fit into broader training experiences, thereby improving feasibility of implementation. A key lesson was the importance of consultation with a veterans’ group to help the project team create a training approach consistent with local community needs and priorities. The next section of this Issue includes papers focusing on pedagogical approaches to promoting interprofessional collaboration, a required element of most health sciences education. These articles examine experiential learning projects for teams of students from various professional schools including public health, nutrition, nursing, other health sciences, social work, and library science. Garcia et al. (2023) describe a prog
{"title":"Advancing Pedagogies to Promote Mental Health and Interprofessional Education","authors":"C. Merzel","doi":"10.1177/23733799221151181","DOIUrl":"https://doi.org/10.1177/23733799221151181","url":null,"abstract":"We launch Volume 9 of Pedagogy in Health Promotion with a compilation of papers focusing on two areas of timely significance in health promotion and public health education. The COVID-19 pandemic has exposed great unmet need for addressing mental health, and also demonstrates the importance of interprofessional and crosssectoral approaches to dealing with complex public health problems. The articles in this Issue provide useful lessons for pedagogies to promote mental health and to develop student capacity to work in interprofessional teams. Lindsay et al. (2023) report on their qualitative study examining student views of the role of the university in fostering student mental health and suggested practices and policies to promote psychological wellbeing. Their findings indicate the need for both classroom and extracurricular supports. Prioritizing mental health and fostering connections and social support were important themes identified in interviews with students. Recommendations for how faculty can provide a more supportive teaching and learning environment included flexibility, manageable workloads, transparency and clarity in expectations, and ongoing communication with students. Trauma informed pedagogy is gaining recognition as a critical framework for addressing students’ mental wellbeing (Harper & Neubauer, 2021). Based on findings from a qualitative study, Friedman (2023) presents a model for how signature pedagogical practices can be combined with a trauma informed approach. Key components include clarity of instruction; “recognizing the moment” of student experiences with psychosocial challenges, and providing safe spaces to acknowledge and discuss them; faculty availability and flexibility; and creating empathetic connections. These findings echo those of Lindsay et al. (2023), reinforcing the lesson that supportive educational environments and teaching styles are essential elements for promoting student wellbeing. Developing effective training to deliver communitybased mental health programs is another important undertaking for health promotion professionals. Lapidos et al. (2023) present an approach for peer training in suicide prevention among military veterans. They provide a model for development of a community-based training program designed to fit into broader training experiences, thereby improving feasibility of implementation. A key lesson was the importance of consultation with a veterans’ group to help the project team create a training approach consistent with local community needs and priorities. The next section of this Issue includes papers focusing on pedagogical approaches to promoting interprofessional collaboration, a required element of most health sciences education. These articles examine experiential learning projects for teams of students from various professional schools including public health, nutrition, nursing, other health sciences, social work, and library science. Garcia et al. (2023) describe a prog","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"3 - 4"},"PeriodicalIF":1.5,"publicationDate":"2023-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43208268","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 : 2023-01-03DOI: 10.1177/23733799221143096
Juan S. Leon, Laura M. Gaydos, Neha Kamat, Nastassia Donoho, Justin C. Shepherd, Rimma Rubin, M. Alperin
The online Executive MPH (EMPH) Program at Emory University offers three majors, and prior to 2015, all integrated learning experiences (ILE) required theses. In 2015, the Program adjusted the ILE requirement based on each major’s intended career outcomes: Applied Epidemiology (Epidemiology: research thesis); Applied Public Health Informatics (Informatics: program-focused capstone courses instead of thesis); Prevention Science (Prevention: choice of research or program-focused thesis or program-focused capstone courses). Our goal was to describe major-specific curricular changes of the ILE requirement aimed to reduce time-to-graduation. We compared three cohort years before (2012–2014) and after (2015–2017) the 2015 curricular change using registrar data of time-to-graduation (339 students) and students’ self-reported satisfaction with their thesis experience (152 students). Informatics and Prevention majors had significantly more students (34%–35%) graduate on time in the 2015–2017, compared to the 2012–2015, cohorts. There was no significant difference by cohorts in perceived student thesis satisfaction in Informatics and Prevention majors and a decrease in satisfaction in Epidemiology majors. Before 2015, the main theme reported as a detractor to thesis satisfaction was lack of Program thesis support. After 2015, this detractor theme was not mentioned and instead a motivator theme was continuous thesis support. After 2015, the main detractor theme was difficulty with time management. Consistent motivator themes across 2012–2015 included thesis committee support and students’ self-fulfillment due to their thesis learning experience. The curricular strategies described can inform other online and residential programs that have a thesis requirement for the ILE.
{"title":"A Thesis Requirement of the Integrated Learning Experience: Time-to-Graduation and Student Satisfaction in an Online Master of Public Health Program","authors":"Juan S. Leon, Laura M. Gaydos, Neha Kamat, Nastassia Donoho, Justin C. Shepherd, Rimma Rubin, M. Alperin","doi":"10.1177/23733799221143096","DOIUrl":"https://doi.org/10.1177/23733799221143096","url":null,"abstract":"The online Executive MPH (EMPH) Program at Emory University offers three majors, and prior to 2015, all integrated learning experiences (ILE) required theses. In 2015, the Program adjusted the ILE requirement based on each major’s intended career outcomes: Applied Epidemiology (Epidemiology: research thesis); Applied Public Health Informatics (Informatics: program-focused capstone courses instead of thesis); Prevention Science (Prevention: choice of research or program-focused thesis or program-focused capstone courses). Our goal was to describe major-specific curricular changes of the ILE requirement aimed to reduce time-to-graduation. We compared three cohort years before (2012–2014) and after (2015–2017) the 2015 curricular change using registrar data of time-to-graduation (339 students) and students’ self-reported satisfaction with their thesis experience (152 students). Informatics and Prevention majors had significantly more students (34%–35%) graduate on time in the 2015–2017, compared to the 2012–2015, cohorts. There was no significant difference by cohorts in perceived student thesis satisfaction in Informatics and Prevention majors and a decrease in satisfaction in Epidemiology majors. Before 2015, the main theme reported as a detractor to thesis satisfaction was lack of Program thesis support. After 2015, this detractor theme was not mentioned and instead a motivator theme was continuous thesis support. After 2015, the main detractor theme was difficulty with time management. Consistent motivator themes across 2012–2015 included thesis committee support and students’ self-fulfillment due to their thesis learning experience. The curricular strategies described can inform other online and residential programs that have a thesis requirement for the ILE.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"172 - 181"},"PeriodicalIF":1.5,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45895762","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 : 2022-12-16DOI: 10.1177/23733799221143375
Leso Munala, Elizabeth M. Allen, Oona M. Beall, K. M. Phi
As public health aims to improve health outcomes of all populations, social justice is argued to be the philosophy on which public health is based. A social justice approach to population health requires the field to recognize that the inequities in society have negative consequences for health. The purpose of this work is to develop a framework for integrating social justice into a public health curriculum. We used an interprofessional approach to create a definition of social justice, and develop a training program and evaluation plan. The program weaves social justice throughout the core MPH curriculum. The social justice definition is the foundation of the curriculum which is composed of eight key social justice domains with competencies directly aligned with each of the domains. Our evaluation plan focuses on students’ change in understanding of social justice in public health. The overarching goal is to explicitly integrate social justice into an MPH curriculum such that students can work toward health equity and justice in their careers.
{"title":"Social Justice and Public Health: A Framework for Curriculum Reform","authors":"Leso Munala, Elizabeth M. Allen, Oona M. Beall, K. M. Phi","doi":"10.1177/23733799221143375","DOIUrl":"https://doi.org/10.1177/23733799221143375","url":null,"abstract":"As public health aims to improve health outcomes of all populations, social justice is argued to be the philosophy on which public health is based. A social justice approach to population health requires the field to recognize that the inequities in society have negative consequences for health. The purpose of this work is to develop a framework for integrating social justice into a public health curriculum. We used an interprofessional approach to create a definition of social justice, and develop a training program and evaluation plan. The program weaves social justice throughout the core MPH curriculum. The social justice definition is the foundation of the curriculum which is composed of eight key social justice domains with competencies directly aligned with each of the domains. Our evaluation plan focuses on students’ change in understanding of social justice in public health. The overarching goal is to explicitly integrate social justice into an MPH curriculum such that students can work toward health equity and justice in their careers.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49432352","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 : 2022-11-23DOI: 10.1177/23733799221137049
Ella August, Sarah Zelner, Jon Zelner, O. Anderson
Collaborative writing skills are essential for public health professionals to carry out their work in a variety of settings, however, these strategic skills are not being taught comprehensively in public health schools and programs. In this paper, we argue that instructors should train public health students on a range of issues related to authorship, and we frame this training as a way of creating equitable opportunities for students to develop key professional skills. We conclude with specific recommendations and resources to support this training.
{"title":"Developing Public Health Students’ Strategic Skills Through Authorship Training","authors":"Ella August, Sarah Zelner, Jon Zelner, O. Anderson","doi":"10.1177/23733799221137049","DOIUrl":"https://doi.org/10.1177/23733799221137049","url":null,"abstract":"Collaborative writing skills are essential for public health professionals to carry out their work in a variety of settings, however, these strategic skills are not being taught comprehensively in public health schools and programs. In this paper, we argue that instructors should train public health students on a range of issues related to authorship, and we frame this training as a way of creating equitable opportunities for students to develop key professional skills. We conclude with specific recommendations and resources to support this training.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"78 - 81"},"PeriodicalIF":1.5,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44926142","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 : 2022-11-09DOI: 10.1177/23733799221133853
C. Merzel
This is an anniversary season for the Society for Public Health Education (founded as the Society for Public Health Educators in 1950 and incorporated as SOPHE 70 years ago in 1952) and the American Public Health Association (APHA, founded 150 years ago). Both organizations play major leadership roles in promoting the health of communities and populations and in cultivating the development of professionals to carry out this purpose. An agenda for educating the next generation of public health professionals is suggested in the Public Health 3.0 initiative (DeSalvo et al., 2017). Developed to address contemporary health issues, Public Health 3.0 explicitly prioritizes health equity and social determinants of health as the means to promoting population health. Cross-sector collaboration, community engagement, and partnerships are key strategies for achieving public health goals. Producing meaningful and accessible data to support public health action is also an important priority. Training the public health workforce to develop the capacity to address social determinants and drive social change is essential for implementing Public Health 3.0 (DeSalvo et al., 2017). SOPHE’s strategic commitments and priorities complement the Public Health 3.0 agenda, and also chart the direction for health promotion pedagogy. Key SOPHE strategies to date include promoting efforts to achieve health equity, supporting professional development, and stimulating research on the theory, practice and teaching of health promotion (Alber et al., 2020). Reflecting on these accomplishments upon the organization’s 70th anniversary, SOPHE leadership recognized the need for the association and the entire field of health education to evolve to be able to address health promotion issues presented by such challenges as changing demographic trends, social determinants of health, expansion of digital technology, and globalization of health (Alber et al., 2020). The current issue of Pedagogy in Health Promotion presents a collection of papers focused on innovative educational frameworks and practices addressing many of the Public Health 3.0 and SOPHE recommendations for dealing with contemporary and future public health priorities and challenges. We open the issue with four papers that help frame the big-picture focus for teaching and learning. These articles are all concerned with helping students understand and confront health inequities. James et al. (2022) make the important point that health promotion pedagogy based on a Philosophically Grounded Practice perspective provides a far-reaching foundation and context for students to critically examine health and social conditions, and is needed to undergird and shape development of professional competencies and skills. Studying public health history can be an important means to understanding origins and drivers of racism and social determinants of health, as well as potential intervention approaches (Talley et al., 2022). Demographic ch
{"title":"Pedagogy to Guide the Next 70 Years of SOPHE and 150 Years of American Public Health","authors":"C. Merzel","doi":"10.1177/23733799221133853","DOIUrl":"https://doi.org/10.1177/23733799221133853","url":null,"abstract":"This is an anniversary season for the Society for Public Health Education (founded as the Society for Public Health Educators in 1950 and incorporated as SOPHE 70 years ago in 1952) and the American Public Health Association (APHA, founded 150 years ago). Both organizations play major leadership roles in promoting the health of communities and populations and in cultivating the development of professionals to carry out this purpose. An agenda for educating the next generation of public health professionals is suggested in the Public Health 3.0 initiative (DeSalvo et al., 2017). Developed to address contemporary health issues, Public Health 3.0 explicitly prioritizes health equity and social determinants of health as the means to promoting population health. Cross-sector collaboration, community engagement, and partnerships are key strategies for achieving public health goals. Producing meaningful and accessible data to support public health action is also an important priority. Training the public health workforce to develop the capacity to address social determinants and drive social change is essential for implementing Public Health 3.0 (DeSalvo et al., 2017). SOPHE’s strategic commitments and priorities complement the Public Health 3.0 agenda, and also chart the direction for health promotion pedagogy. Key SOPHE strategies to date include promoting efforts to achieve health equity, supporting professional development, and stimulating research on the theory, practice and teaching of health promotion (Alber et al., 2020). Reflecting on these accomplishments upon the organization’s 70th anniversary, SOPHE leadership recognized the need for the association and the entire field of health education to evolve to be able to address health promotion issues presented by such challenges as changing demographic trends, social determinants of health, expansion of digital technology, and globalization of health (Alber et al., 2020). The current issue of Pedagogy in Health Promotion presents a collection of papers focused on innovative educational frameworks and practices addressing many of the Public Health 3.0 and SOPHE recommendations for dealing with contemporary and future public health priorities and challenges. We open the issue with four papers that help frame the big-picture focus for teaching and learning. These articles are all concerned with helping students understand and confront health inequities. James et al. (2022) make the important point that health promotion pedagogy based on a Philosophically Grounded Practice perspective provides a far-reaching foundation and context for students to critically examine health and social conditions, and is needed to undergird and shape development of professional competencies and skills. Studying public health history can be an important means to understanding origins and drivers of racism and social determinants of health, as well as potential intervention approaches (Talley et al., 2022). Demographic ch","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"243 - 245"},"PeriodicalIF":1.5,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47904284","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 : 2022-09-21DOI: 10.1177/23733799221122788
C. Leistner, Stephanie S. Machado, Brianna Gallardo, Allison McCommon
Service-learning has many benefits for undergraduate students in health promotion. Research on health promotion service-learning in an online format, however, is limited. This pilot study aims to evaluate a fully online, undergraduate health promotion service-learning course from the perspective of students enrolled in the course, the project recipients, and the partnering organizations. We also provide details about the course development and process as a resource for faculty teaching health promotion programing and evaluation courses with a service-learning component. College students enrolled in the course (n = 44) completed a survey to assess learning outcomes. Service-learning program recipients (high school students; n = 127) completed a survey to assess program satisfaction, and teachers from the partnering schools (n = 4) participated in interviews to explore program perceptions. College students had high confidence in their ability to conduct a needs assessment (91%), develop a program plan (93%), and implement (91%) and evaluate (89%) a health program. The majority of high school students reported that the program was interesting (65%), engaging (86%), and that they learned something new (62%). Teachers reported valuing the program, yet suggested multiple strategies to improve engagement online, including the use of interactive technologies and developing a rapport with students. This study suggests that an online format is appropriate for facilitating health promotion skill development among college students and provides recommendations for future faculty to strengthen course design and partnerships in an online setting.
{"title":"Teaching Public Health Program Planning: Service Learning in an Online Format","authors":"C. Leistner, Stephanie S. Machado, Brianna Gallardo, Allison McCommon","doi":"10.1177/23733799221122788","DOIUrl":"https://doi.org/10.1177/23733799221122788","url":null,"abstract":"Service-learning has many benefits for undergraduate students in health promotion. Research on health promotion service-learning in an online format, however, is limited. This pilot study aims to evaluate a fully online, undergraduate health promotion service-learning course from the perspective of students enrolled in the course, the project recipients, and the partnering organizations. We also provide details about the course development and process as a resource for faculty teaching health promotion programing and evaluation courses with a service-learning component. College students enrolled in the course (n = 44) completed a survey to assess learning outcomes. Service-learning program recipients (high school students; n = 127) completed a survey to assess program satisfaction, and teachers from the partnering schools (n = 4) participated in interviews to explore program perceptions. College students had high confidence in their ability to conduct a needs assessment (91%), develop a program plan (93%), and implement (91%) and evaluate (89%) a health program. The majority of high school students reported that the program was interesting (65%), engaging (86%), and that they learned something new (62%). Teachers reported valuing the program, yet suggested multiple strategies to improve engagement online, including the use of interactive technologies and developing a rapport with students. This study suggests that an online format is appropriate for facilitating health promotion skill development among college students and provides recommendations for future faculty to strengthen course design and partnerships in an online setting.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"193 - 202"},"PeriodicalIF":1.5,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44007938","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 : 2022-09-16DOI: 10.1177/23733799221122787
Rachel Leih, Katharine J. Hoffman, Burris “Duke” Duncan
Experiential learning is a critical aspect of undergraduate public health education. However, there is limited literature on the implementation of experiential learning in undergraduate public health programs. The course “Biology in Public Health” was developed to better link population-level public health concepts with the biological sciences through multiple experiential learning opportunities. The course provides students opportunities to apply concepts of population health and biological sciences to their own lives and the lives of others. The course includes several experiential learning components and over its tenure has been adapted to increase the emphasis on experiential learning. Three core experiential components that have been the basis for the class since its inception are: (1) weekly mindfulness and meditation practice, (2) guest presentations by individuals living with the week’s health condition, and (3) participation in an optional 10-day whole-food plant-based diet intervention. Data from course evaluations and surveys of diet intervention participants show impacts on students’ health behaviors and attitudes. Thirty-eight percent of students self-reported utilizing meditation outside of class to manage stress at the end of the semester, and all participants in the diet intervention stated that they would decrease their animal protein and dairy intake at the end of the intervention. This article provides an overview of the course structure and details the experiential learning strategies utilized to promote students’ active experimentation with health behaviors, improve student comprehension of the impact of stress and diet on health outcomes, and foster the utilization of this knowledge in their future public health careers.
{"title":"Biology in Public Health: Course-Based Experiential Learning Strategies to Promote Active Experimentation Among Undergraduate Public Health Students","authors":"Rachel Leih, Katharine J. Hoffman, Burris “Duke” Duncan","doi":"10.1177/23733799221122787","DOIUrl":"https://doi.org/10.1177/23733799221122787","url":null,"abstract":"Experiential learning is a critical aspect of undergraduate public health education. However, there is limited literature on the implementation of experiential learning in undergraduate public health programs. The course “Biology in Public Health” was developed to better link population-level public health concepts with the biological sciences through multiple experiential learning opportunities. The course provides students opportunities to apply concepts of population health and biological sciences to their own lives and the lives of others. The course includes several experiential learning components and over its tenure has been adapted to increase the emphasis on experiential learning. Three core experiential components that have been the basis for the class since its inception are: (1) weekly mindfulness and meditation practice, (2) guest presentations by individuals living with the week’s health condition, and (3) participation in an optional 10-day whole-food plant-based diet intervention. Data from course evaluations and surveys of diet intervention participants show impacts on students’ health behaviors and attitudes. Thirty-eight percent of students self-reported utilizing meditation outside of class to manage stress at the end of the semester, and all participants in the diet intervention stated that they would decrease their animal protein and dairy intake at the end of the intervention. This article provides an overview of the course structure and details the experiential learning strategies utilized to promote students’ active experimentation with health behaviors, improve student comprehension of the impact of stress and diet on health outcomes, and foster the utilization of this knowledge in their future public health careers.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"131 - 137"},"PeriodicalIF":1.5,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42904460","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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