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