Pub Date : 2022-08-17DOI: 10.1177/23733799221113510
C. Merzel
thought-ful commentary, research, and practice for teaching and learning that address diverse groups and marginalized populations. The perspectives commentary by James et al. (2022) raises the issue of the need for the health education field to increase representation of people with disabilities, a historically and frequently overlooked group. The authors suggest approaches for reducing systemic barriers and facilitating participation by people with disabilities, and they offer a number of concrete recommendations to promote inclusiveness in higher education and profes-sional organizations. Przybyla and Kruger (2022) describe a course they developed to introduce undergraduate students to the historical and social drivers behind another marginalized group, those experiencing mass incarceration. The authors provide detailed information on the design and implementation of their curriculum, which includes innovative experiential learning components such as visiting a local drug court and holding center and a panel discussion by previously incarcerated individuals. By considering mass incarceration as a social determinant of health, the course helps students understand how it affects the well-being of communities. Osiecki and Mejia (2022) discuss their campus’s response to racialized violence in their “backyard” in Minnesota, and explain how they redesigned an undergraduate curriculum, focused on the social determinants of health, to incorporate a syn-thesis of public health and intersectionality analysis. They describe a variety of learning approaches to help students comprehend upstream factors shaping life in poor, urban communities as well as community assets and strengths. The need to provide specific training to health professionals so they can deliver services to particular marginalized groups is addressed in the paper by Burt et al. (2022). The
{"title":"Diversity, Equity, and Inclusion on the Frontlines of Education","authors":"C. Merzel","doi":"10.1177/23733799221113510","DOIUrl":"https://doi.org/10.1177/23733799221113510","url":null,"abstract":"thought-ful commentary, research, and practice for teaching and learning that address diverse groups and marginalized populations. The perspectives commentary by James et al. (2022) raises the issue of the need for the health education field to increase representation of people with disabilities, a historically and frequently overlooked group. The authors suggest approaches for reducing systemic barriers and facilitating participation by people with disabilities, and they offer a number of concrete recommendations to promote inclusiveness in higher education and profes-sional organizations. Przybyla and Kruger (2022) describe a course they developed to introduce undergraduate students to the historical and social drivers behind another marginalized group, those experiencing mass incarceration. The authors provide detailed information on the design and implementation of their curriculum, which includes innovative experiential learning components such as visiting a local drug court and holding center and a panel discussion by previously incarcerated individuals. By considering mass incarceration as a social determinant of health, the course helps students understand how it affects the well-being of communities. Osiecki and Mejia (2022) discuss their campus’s response to racialized violence in their “backyard” in Minnesota, and explain how they redesigned an undergraduate curriculum, focused on the social determinants of health, to incorporate a syn-thesis of public health and intersectionality analysis. They describe a variety of learning approaches to help students comprehend upstream factors shaping life in poor, urban communities as well as community assets and strengths. The need to provide specific training to health professionals so they can deliver services to particular marginalized groups is addressed in the paper by Burt et al. (2022). The","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"171 - 173"},"PeriodicalIF":1.5,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42634987","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 : 2022-08-17DOI: 10.1177/23733799221118575
Zahava L. Friedman
The COVID-19 pandemic is evidenced as a traumatic event, impacting college students preparing for healthcare careers. Trauma-informed pedagogical evidence-based recommendations include clear instruction, faculty availability, and open acknowledgment of challenges . This study explored trauma-informed mechanisms embedded in a fully online health sciences course at a public New Jersey university, given during COVID-19 pandemic in spring, 2021, to ascertain student perceptions of mechanisms and sense of belonging within the online classroom environment. Thirty-four (n = 34) Master’s and Doctoral graduate students were enrolled in this course, which met for 3 hours weekly, for a 15 week semester. Qualitative data were collected from students, including 42 reflective posts per student (for a total of 1,428 reflections) and anecdotal observations at semester’s end. Via qualitative reflexive thematic analysis, the following four themes emerged: (1) Recognizing the Moment, (2) Creating Empathic Connections, (3) Appreciating Availability/Flexibility, and (4) Clarity of Instruction. These themes are discussed, and implications for an actionable model for signature pedagogies embedded in trauma-informed care in graduate health science education are reviewed.
{"title":"Signature Pedagogies versus Trauma Informed Approaches: Thematic Analysis of Graduate Students’ Reflections","authors":"Zahava L. Friedman","doi":"10.1177/23733799221118575","DOIUrl":"https://doi.org/10.1177/23733799221118575","url":null,"abstract":"The COVID-19 pandemic is evidenced as a traumatic event, impacting college students preparing for healthcare careers. Trauma-informed pedagogical evidence-based recommendations include clear instruction, faculty availability, and open acknowledgment of challenges . This study explored trauma-informed mechanisms embedded in a fully online health sciences course at a public New Jersey university, given during COVID-19 pandemic in spring, 2021, to ascertain student perceptions of mechanisms and sense of belonging within the online classroom environment. Thirty-four (n = 34) Master’s and Doctoral graduate students were enrolled in this course, which met for 3 hours weekly, for a 15 week semester. Qualitative data were collected from students, including 42 reflective posts per student (for a total of 1,428 reflections) and anecdotal observations at semester’s end. Via qualitative reflexive thematic analysis, the following four themes emerged: (1) Recognizing the Moment, (2) Creating Empathic Connections, (3) Appreciating Availability/Flexibility, and (4) Clarity of Instruction. These themes are discussed, and implications for an actionable model for signature pedagogies embedded in trauma-informed care in graduate health science education are reviewed.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"17 - 26"},"PeriodicalIF":1.5,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46879416","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 : 2022-07-27DOI: 10.1177/23733799221115104
Raffy R. Luquis, M. Pérez, Steve Suarez
Demographic estimates suggest that as the population continues to grow and age in the coming decades, the United States of America will continue to become a more diverse society. The increased diversification of the population makes it urgent for public health professionals, including health education specialists, to master the concepts of cultural and linguistic competence during their academic preparation to be more applied in their professional work. The purpose of this study was to investigate the incorporation of concepts of cultural and linguistic competence in the curriculum among accredited public health schools and programs and other health education and promotion programs to prepare public health education specialists. Point of contact at selected 2021 Council on Education for Public Health list of accredited Schools and Programs of Public Health and an online directory of Health Education and Promotion programs were surveyed. Descriptive statistics were calculated to examine the responses of the participants. While most of the programs reported including cultural competence content and skills in their curriculum, fewer reported inclusion of linguistic competence. Academic programs should prioritize incorporating cultural and linguistic competence in their curriculum not only because of accreditation requirements but because of the moral and professional imperatives presented by the changing demographic changes in the United States.
{"title":"An Assessment of Cultural and Linguistic Competence in Public Health Preparation Programs","authors":"Raffy R. Luquis, M. Pérez, Steve Suarez","doi":"10.1177/23733799221115104","DOIUrl":"https://doi.org/10.1177/23733799221115104","url":null,"abstract":"Demographic estimates suggest that as the population continues to grow and age in the coming decades, the United States of America will continue to become a more diverse society. The increased diversification of the population makes it urgent for public health professionals, including health education specialists, to master the concepts of cultural and linguistic competence during their academic preparation to be more applied in their professional work. The purpose of this study was to investigate the incorporation of concepts of cultural and linguistic competence in the curriculum among accredited public health schools and programs and other health education and promotion programs to prepare public health education specialists. Point of contact at selected 2021 Council on Education for Public Health list of accredited Schools and Programs of Public Health and an online directory of Health Education and Promotion programs were surveyed. Descriptive statistics were calculated to examine the responses of the participants. While most of the programs reported including cultural competence content and skills in their curriculum, fewer reported inclusion of linguistic competence. Academic programs should prioritize incorporating cultural and linguistic competence in their curriculum not only because of accreditation requirements but because of the moral and professional imperatives presented by the changing demographic changes in the United States.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"271 - 279"},"PeriodicalIF":1.5,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41906315","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 : 2022-07-04DOI: 10.1177/23733799221108128
C. Talley, Dawn L. Comeau, Taylor German, Briana Boykin, E. Walker
Historical analysis is a vital but underutilized tool for analyzing and teaching public health and health promotion. An applied history of public health course, designed to meet a Council on Education for Public Health (CEPH) competency and learning objective, was qualitatively evaluated to determine the extent to which the course shaped students’ and alumni’s views on public health values, identities, and practices. A second aim examined the course’s impact on students’ and alumni’s public health work and their ability to discuss structural biases, inequities, and racism and health. Semi-structured interviews were conducted with 12 alumni and 11 students. Data were analyzed using thematic analysis. The four main themes were the importance of history as foundational knowledge and for the development of professional identities; history as a means to understand race, racism, and the social determinants of health; self-reflection and critical thinking as public health practices and the relevance of history to community health promotion; and the effectiveness of multiple pedagogical techniques. Findings suggest that a course including the history of public health institutions, concepts, practices, and health equity can be a valuable tool to teach students about the social determinants of health, health equity, and racism and health, gain perspective on current health problems, improve critical thinking skills and self-reflection as public health practices, and develop a professional identity. We recommend that MPH programs include a history of public health course and/or incorporate historical perspectives in existing courses. This training is increasingly important to prepare students to promote health equity.
{"title":"The Importance of History in an MPH Program: A Qualitative Evaluation of an Applied History of Public Health Course","authors":"C. Talley, Dawn L. Comeau, Taylor German, Briana Boykin, E. Walker","doi":"10.1177/23733799221108128","DOIUrl":"https://doi.org/10.1177/23733799221108128","url":null,"abstract":"Historical analysis is a vital but underutilized tool for analyzing and teaching public health and health promotion. An applied history of public health course, designed to meet a Council on Education for Public Health (CEPH) competency and learning objective, was qualitatively evaluated to determine the extent to which the course shaped students’ and alumni’s views on public health values, identities, and practices. A second aim examined the course’s impact on students’ and alumni’s public health work and their ability to discuss structural biases, inequities, and racism and health. Semi-structured interviews were conducted with 12 alumni and 11 students. Data were analyzed using thematic analysis. The four main themes were the importance of history as foundational knowledge and for the development of professional identities; history as a means to understand race, racism, and the social determinants of health; self-reflection and critical thinking as public health practices and the relevance of history to community health promotion; and the effectiveness of multiple pedagogical techniques. Findings suggest that a course including the history of public health institutions, concepts, practices, and health equity can be a valuable tool to teach students about the social determinants of health, health equity, and racism and health, gain perspective on current health problems, improve critical thinking skills and self-reflection as public health practices, and develop a professional identity. We recommend that MPH programs include a history of public health course and/or incorporate historical perspectives in existing courses. This training is increasingly important to prepare students to promote health equity.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"251 - 260"},"PeriodicalIF":1.5,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46025005","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 : 2022-06-30DOI: 10.1177/23733799221107606
E. Walker, Alyssa M. Lederer, Jeni A. Stolow
There is increasing attention regarding the preparation of doctoral students in schools of public health (SPH) to teach; however, few studies have examined pedagogical preparation for doctoral students in public health-related disciplines. This study aimed to describe the pedagogical training and experiences available for doctoral students in behavioral and social sciences (BSS) programs in SPH and examine the facilitators and barriers to offering pedagogical training and experiences. Qualitative semi-structured interviews were completed with 13 pedagogy instructors, program directors, or administrators in SPH with BSS doctoral programs. Data were analyzed using thematic analysis. Just over half (54%) of the doctoral programs offered or planned to offer a pedagogy course in their curricula. Doctoral students in most programs had access to other teaching training opportunities, most commonly through university centers for teaching and learning. All doctoral programs required or provided students with the option to serve as a teaching assistant and, in some cases, instructor. Key factors contributing to if pedagogical training and experiences were available in the doctoral programs were the degree of priority placed on teaching preparation for doctoral students; logistic challenges, such as time and funding constraints; the level of need to fill teaching assistant and instructor positions; and competencies requiring teaching training for Doctor of Public Health students. Doctoral programs considering changes or expansion of pedagogical training and experiences should consider how to overcome common barriers and leverage facilitators in order to provide students with the best possible pedagogical preparation for both academic and non-academic careers.
{"title":"A Qualitative Examination of Barriers and Facilitators to Providing Pedagogical Training for Doctoral Students in Behavioral and Social Sciences Programs at US Schools of Public Health","authors":"E. Walker, Alyssa M. Lederer, Jeni A. Stolow","doi":"10.1177/23733799221107606","DOIUrl":"https://doi.org/10.1177/23733799221107606","url":null,"abstract":"There is increasing attention regarding the preparation of doctoral students in schools of public health (SPH) to teach; however, few studies have examined pedagogical preparation for doctoral students in public health-related disciplines. This study aimed to describe the pedagogical training and experiences available for doctoral students in behavioral and social sciences (BSS) programs in SPH and examine the facilitators and barriers to offering pedagogical training and experiences. Qualitative semi-structured interviews were completed with 13 pedagogy instructors, program directors, or administrators in SPH with BSS doctoral programs. Data were analyzed using thematic analysis. Just over half (54%) of the doctoral programs offered or planned to offer a pedagogy course in their curricula. Doctoral students in most programs had access to other teaching training opportunities, most commonly through university centers for teaching and learning. All doctoral programs required or provided students with the option to serve as a teaching assistant and, in some cases, instructor. Key factors contributing to if pedagogical training and experiences were available in the doctoral programs were the degree of priority placed on teaching preparation for doctoral students; logistic challenges, such as time and funding constraints; the level of need to fill teaching assistant and instructor positions; and competencies requiring teaching training for Doctor of Public Health students. Doctoral programs considering changes or expansion of pedagogical training and experiences should consider how to overcome common barriers and leverage facilitators in order to provide students with the best possible pedagogical preparation for both academic and non-academic careers.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"332 - 341"},"PeriodicalIF":1.5,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48513790","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 : 2022-06-29DOI: 10.1177/23733799221101539
Astrid N. Zamora, Ella August, Erica Fossee, O. Anderson
Student learning interactions and a sense of belonging are imperative to academic success within distance education settings. In March 2020, during the COVID-19 pandemic, students who intended to be educated through in-person learning environments had to shift to remote learning suddenly. In public health, a field that emphasizes experiential and interactive learning, instructors and graduate students enrolled in residential in-person programs transitioned to remote learning with limited knowledge of how this transition would impact student learning interactions and a sense of belonging. To address these gaps, we examined how remote learning impacted Master of Public Health students’ learning interactions with peers, instructors, course content, as well as their sense of belonging in an overall sample and stratified by program year. We found that students perceived challenges interacting with peers, content, and instructors, such as a lack of community and an inability to interact with instructors during course discussions. Students reported not feeling a sense of belonging when engaging with peers and instructors. Findings from this study shed light on the challenges that emerged after students transitioned to remote learning, namely disrupted student learning interactions and a decreased sense of belonging. The study provides recommendations for future remote teaching, which may be of utility to university instructors and administrators tasked with creating and implementing an interactive remote learning curriculum that provides students with a community to foster learning.
{"title":"Impact of Transitioning to Remote Learning on Student Learning Interactions and Sense of Belonging Among Public Health Graduate Students","authors":"Astrid N. Zamora, Ella August, Erica Fossee, O. Anderson","doi":"10.1177/23733799221101539","DOIUrl":"https://doi.org/10.1177/23733799221101539","url":null,"abstract":"Student learning interactions and a sense of belonging are imperative to academic success within distance education settings. In March 2020, during the COVID-19 pandemic, students who intended to be educated through in-person learning environments had to shift to remote learning suddenly. In public health, a field that emphasizes experiential and interactive learning, instructors and graduate students enrolled in residential in-person programs transitioned to remote learning with limited knowledge of how this transition would impact student learning interactions and a sense of belonging. To address these gaps, we examined how remote learning impacted Master of Public Health students’ learning interactions with peers, instructors, course content, as well as their sense of belonging in an overall sample and stratified by program year. We found that students perceived challenges interacting with peers, content, and instructors, such as a lack of community and an inability to interact with instructors during course discussions. Students reported not feeling a sense of belonging when engaging with peers and instructors. Findings from this study shed light on the challenges that emerged after students transitioned to remote learning, namely disrupted student learning interactions and a decreased sense of belonging. The study provides recommendations for future remote teaching, which may be of utility to university instructors and administrators tasked with creating and implementing an interactive remote learning curriculum that provides students with a community to foster learning.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"203 - 213"},"PeriodicalIF":1.5,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48599968","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 : 2022-06-22DOI: 10.1177/23733799221107613
C. Queen
The institutional spaces of education and health were transformed as a result of COVID-19. The shift to emergency remote education can occur in many contexts, more than once, and with differing degrees of severity. During these periods of disruption, educators are affected and are met with professional challenges. These challenges include maintaining curriculum flexibility in response to rapidly change teaching modalities while maintaining effective delivery of educational programing. Whether in a traditional setting or online classroom, evidence from classical leadership theory can ease this transition allowing the educator to keep the learner engaged, especially in virtual learning environments.
{"title":"Applying Charismatic Leadership to Support Learner Engagement in Virtual Environments: Teaching and Learning in a Time of Crisis","authors":"C. Queen","doi":"10.1177/23733799221107613","DOIUrl":"https://doi.org/10.1177/23733799221107613","url":null,"abstract":"The institutional spaces of education and health were transformed as a result of COVID-19. The shift to emergency remote education can occur in many contexts, more than once, and with differing degrees of severity. During these periods of disruption, educators are affected and are met with professional challenges. These challenges include maintaining curriculum flexibility in response to rapidly change teaching modalities while maintaining effective delivery of educational programing. Whether in a traditional setting or online classroom, evidence from classical leadership theory can ease this transition allowing the educator to keep the learner engaged, especially in virtual learning environments.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"158 - 160"},"PeriodicalIF":1.5,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47491077","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 : 2022-06-21DOI: 10.1177/23733799221103203
S. Sibbald, Lina El-Aloul, J. Shelley
An important feature of public health education is integrating and synthesizing complex concepts across a variety of disciplines. Novel and effective approaches are required to successfully integrate learning and knowledge across Master of Public Health (MPH) programs. The MPH program at Western University uses Integrated Workshops (IWs) as a unique approach to integrating learning and knowledge. Occurring three times over the course of the 1-year program, these workshops provide an opportunity to reflect on past learning and integrate interdisciplinary knowledge from across courses to solve a complex public health problem. IWs are designed for learners to explore the intricacies of a problem by synthesizing their current knowledge along with new information delivered from experts and stakeholders. Learners pull information from across subjects and seek out new information (as needed) to problem-solve under time constraints—basic information is provided 12 hours in advance and new information is added during the workshop, in real-time. Learners develop key public health skills in critical thinking and decision making with incomplete data. Integrated workshops are an effective approach to training the next generation of public health leaders to handle the intricate problems at the heart of public health today.
{"title":"Education of Future Public Health Professionals Through Integrated Workshops","authors":"S. Sibbald, Lina El-Aloul, J. Shelley","doi":"10.1177/23733799221103203","DOIUrl":"https://doi.org/10.1177/23733799221103203","url":null,"abstract":"An important feature of public health education is integrating and synthesizing complex concepts across a variety of disciplines. Novel and effective approaches are required to successfully integrate learning and knowledge across Master of Public Health (MPH) programs. The MPH program at Western University uses Integrated Workshops (IWs) as a unique approach to integrating learning and knowledge. Occurring three times over the course of the 1-year program, these workshops provide an opportunity to reflect on past learning and integrate interdisciplinary knowledge from across courses to solve a complex public health problem. IWs are designed for learners to explore the intricacies of a problem by synthesizing their current knowledge along with new information delivered from experts and stakeholders. Learners pull information from across subjects and seek out new information (as needed) to problem-solve under time constraints—basic information is provided 12 hours in advance and new information is added during the workshop, in real-time. Learners develop key public health skills in critical thinking and decision making with incomplete data. Integrated workshops are an effective approach to training the next generation of public health leaders to handle the intricate problems at the heart of public health today.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"297 - 308"},"PeriodicalIF":1.5,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43533528","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 : 2022-06-17DOI: 10.1177/23733799221103216
Kate G. Burt, Rachel Losak, Hanbin He
With increasing attention on diversity, equity, inclusion (DEI), it is necessary that nutrition professionals are educated and trained to provide inclusive care for all individuals. Yet, little is known about how nutrition students are educated and trained to serve persons with marginalized identities. Using the Diffusions of Innovations Theory, the purpose of this study is to identify early adopters of inclusive approaches to dietetics care and understand their preparedness to serve marginalized persons. This descriptive pilot study used a virtual intercept interview approach using poll style questions in a Facebook group (#InclusiveDietetics) dedicated to sharing content about DEI in dietetics, as members of the group were identified as “early adopters” of inclusive care. Five questions assessed the type of education, diversity of educators, and sources of information that nutrition professionals used to learn to serve marginalized clients. Descriptive statistics (counts and frequencies) were used to analyze the data. About 79.31% of participants reported receiving no education or training from their accredited dietetics programs interacting with patients with mental disabilities, physical disabilities, identifying within the LGBQ+ and Trans community, and of different cultural/racial/ethnic backgrounds. When they received it, nearly 75% of participants reported receiving training on working with patients of different racial/ethnic backgrounds but only 5.56% reportedly received training to serve persons within the LGBTQ+ community. Nutrition professionals feel prepared to interact with marginalized groups to some extent; however, more research, education, and training are needed to develop best practices and adequately prepare professional to serve marginalized patients.
{"title":"Nutrition Professionals Feel Underprepared to Serve Persons With Marginalized Identities","authors":"Kate G. Burt, Rachel Losak, Hanbin He","doi":"10.1177/23733799221103216","DOIUrl":"https://doi.org/10.1177/23733799221103216","url":null,"abstract":"With increasing attention on diversity, equity, inclusion (DEI), it is necessary that nutrition professionals are educated and trained to provide inclusive care for all individuals. Yet, little is known about how nutrition students are educated and trained to serve persons with marginalized identities. Using the Diffusions of Innovations Theory, the purpose of this study is to identify early adopters of inclusive approaches to dietetics care and understand their preparedness to serve marginalized persons. This descriptive pilot study used a virtual intercept interview approach using poll style questions in a Facebook group (#InclusiveDietetics) dedicated to sharing content about DEI in dietetics, as members of the group were identified as “early adopters” of inclusive care. Five questions assessed the type of education, diversity of educators, and sources of information that nutrition professionals used to learn to serve marginalized clients. Descriptive statistics (counts and frequencies) were used to analyze the data. About 79.31% of participants reported receiving no education or training from their accredited dietetics programs interacting with patients with mental disabilities, physical disabilities, identifying within the LGBQ+ and Trans community, and of different cultural/racial/ethnic backgrounds. When they received it, nearly 75% of participants reported receiving training on working with patients of different racial/ethnic backgrounds but only 5.56% reportedly received training to serve persons within the LGBTQ+ community. Nutrition professionals feel prepared to interact with marginalized groups to some extent; however, more research, education, and training are needed to develop best practices and adequately prepare professional to serve marginalized patients.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"192 - 198"},"PeriodicalIF":1.5,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49526617","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 : 2022-06-16DOI: 10.1177/23733799221089583
P. Carroll, Jody O. Early, Niamh Murphy, Jenny O’Connor, M. Barry, Megan Eagan-Torkko, Robert O’Connor, N. Richardson, Andrea Stone
Tackling complex twenty-first century global health challenges requires crossdisciplinary collaborations that extend beyond physical classrooms and across continents. The Transdisciplinary Education and Community Health Collaboratory (TEaCH CoLab) is a global teaching co-op established by health promotion and humanities faculty at three universities (Waterford Institute of Technology and the Institute of Technology, Carlow in Ireland, and the University of Washington, Bothell in the U.S.). The primary goals of TEaCH CoLab are to enhance global learning and problem-solving among the next generation of community and public health practitioners, to improve public health teaching (with a focus on digital pedagogy), and to increase empathy and community-connectedness. In this descriptive article, we present our program model and lessons learned from the first three years of collaboration to provide insights into how such capacity-building projects are established and sustained over time and across diverse geographical, cultural and temporal landscapes. Collaboration happens primarily online through academic and community partnerships, collaborative online learning, and pedagogy discussion and development. Students get to engage with course content and experiential learning that is part of a shared, global curriculum which emphasizes social justice, health equity, cultural humility and anti-racism, and advocacy. Our “lessons for the field” are collective, practice-based reflections by members of TEaCH CoLab based on their experiences and their involvement in development and facilitation. Our model for learning may help other health promotion scholars and practitioners develop meaningful global learning experiences that strengthen the interconnectedness of praxis, pedagogy, and communities.
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