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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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