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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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.
{"title":"Connecting Classrooms and Communities Across Continents to Strengthen Health Promotion Pedagogy: Development of the Transnational Education and Community Health Collaborative (TEaCH CoLab)","authors":"P. Carroll, Jody O. Early, Niamh Murphy, Jenny O’Connor, M. Barry, Megan Eagan-Torkko, Robert O’Connor, N. Richardson, Andrea Stone","doi":"10.1177/23733799221089583","DOIUrl":"https://doi.org/10.1177/23733799221089583","url":null,"abstract":"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.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47180748","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 : 2022-06-08DOI: 10.1177/23733799221101540
G. Samari, Monét Bryant, S. Grilo
Black, Indigenous, and other people of color (BIPOC) are underrepresented in the public health workforce. Strengthening the public health pipeline through graduate institutions of public health is a necessary anti-racist approach to address health disparities. Programs that provide effective mentoring are one strategy for evidence-based anti-oppressive instructional practice, proven to help racial and ethnic students historically targeted by oppression in propelling career trajectories, professional development, and overall institutional experience in graduate school. The Mentoring of Students and Igniting Community (MOSAIC) program was founded in 2019 as a comprehensive and anti-racist faculty-to-student mentorship initiative for BIPOC and first-generation students. Through a scoping review of mentorship programs at schools of public health and an iterative feedback process that included faculty, students, and staff, the MOSAIC model was created. Built on the tenets of successful mentorship approaches, MOSAIC focuses on increasing equity and educational justice with a focus on professional development and academic success through faculty-to-student mentorship. The growth of MOSAIC has demonstrated it fills a critical gap for students of color and first-generation students in a school of public health. MOSAIC intends to act as a programmatic model for replication at other schools of public health to provide necessary support and mentorship for BIPOC students.
{"title":"An Anti-Racism Public Health Graduate Program: Mentoring of Students and Igniting Community","authors":"G. Samari, Monét Bryant, S. Grilo","doi":"10.1177/23733799221101540","DOIUrl":"https://doi.org/10.1177/23733799221101540","url":null,"abstract":"Black, Indigenous, and other people of color (BIPOC) are underrepresented in the public health workforce. Strengthening the public health pipeline through graduate institutions of public health is a necessary anti-racist approach to address health disparities. Programs that provide effective mentoring are one strategy for evidence-based anti-oppressive instructional practice, proven to help racial and ethnic students historically targeted by oppression in propelling career trajectories, professional development, and overall institutional experience in graduate school. The Mentoring of Students and Igniting Community (MOSAIC) program was founded in 2019 as a comprehensive and anti-racist faculty-to-student mentorship initiative for BIPOC and first-generation students. Through a scoping review of mentorship programs at schools of public health and an iterative feedback process that included faculty, students, and staff, the MOSAIC model was created. Built on the tenets of successful mentorship approaches, MOSAIC focuses on increasing equity and educational justice with a focus on professional development and academic success through faculty-to-student mentorship. The growth of MOSAIC has demonstrated it fills a critical gap for students of color and first-generation students in a school of public health. MOSAIC intends to act as a programmatic model for replication at other schools of public health to provide necessary support and mentorship for BIPOC students.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41702967","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 : 2022-05-29DOI: 10.1177/23733799221097987
{"title":"Acknowledgement of Members of Pedagogy in Health Promotion: The Scholarship of Teaching and Learning’s Review Panel","authors":"","doi":"10.1177/23733799221097987","DOIUrl":"https://doi.org/10.1177/23733799221097987","url":null,"abstract":"","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49324013","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 : 2022-05-29DOI: 10.1177/23733799221099923
Coronavirus disease 2019 (COVID-19) realities have demanded that educators move swiftly to adopt new ways of teaching, advising, and mentoring. We suggest the centering of a trauma-informed approach to education and academic administration during the COVID-19 pandemic using the Substance Abuse and Mental Health Services Administration’s (SAMHSA) guidance on trauma-informed approaches to care. In our model for trauma-informed education and administration (M-TIEA), SAMHSA’s four key organizational assumptions are foundational, including a realization about trauma and its wide-ranging effects; a recognition of the basic signs and symptoms of trauma; a response that involves fully integrating knowledge into programs, policies, and practices; and an active process for resisting retraumatization. Since educators during the pandemic must follow new restrictions regarding how they teach, we have expanded the practice of teaching in M-TIEA to include both academic administrators’ decision making about teaching, and educators’ planning and implementation of teaching. In M-TIEA, SAMHSA’s six guiding principles for a trauma-informed approach are infused into these two interrelated teaching processes, and include the following: safety; trustworthiness and transparency; peer support; collaboration and mutuality; empowerment, voice, and choice; and cultural, historical, and gender issues. M-TIEA’s organizational assumptions, processes, and principles are situated within an outer context that acknowledges the potential influences of four types of intersectional traumas and stressors that may occur at multiple socioecological levels: pandemic-related trauma and stressors; other forms of individual, group, community, or mass trauma and stressors; historical trauma; and current general life stressors. This acknowledges that all trauma-informed work is dynamic and may be influenced by contextual factors.
{"title":"Pedagogy in Health Promotion: The Scholarship of Teaching and Learning Paper of the Year Award","authors":"","doi":"10.1177/23733799221099923","DOIUrl":"https://doi.org/10.1177/23733799221099923","url":null,"abstract":"Coronavirus disease 2019 (COVID-19) realities have demanded that educators move swiftly to adopt new ways of teaching, advising, and mentoring. We suggest the centering of a trauma-informed approach to education and academic administration during the COVID-19 pandemic using the Substance Abuse and Mental Health Services Administration’s (SAMHSA) guidance on trauma-informed approaches to care. In our model for trauma-informed education and administration (M-TIEA), SAMHSA’s four key organizational assumptions are foundational, including a realization about trauma and its wide-ranging effects; a recognition of the basic signs and symptoms of trauma; a response that involves fully integrating knowledge into programs, policies, and practices; and an active process for resisting retraumatization. Since educators during the pandemic must follow new restrictions regarding how they teach, we have expanded the practice of teaching in M-TIEA to include both academic administrators’ decision making about teaching, and educators’ planning and implementation of teaching. In M-TIEA, SAMHSA’s six guiding principles for a trauma-informed approach are infused into these two interrelated teaching processes, and include the following: safety; trustworthiness and transparency; peer support; collaboration and mutuality; empowerment, voice, and choice; and cultural, historical, and gender issues. M-TIEA’s organizational assumptions, processes, and principles are situated within an outer context that acknowledges the potential influences of four types of intersectional traumas and stressors that may occur at multiple socioecological levels: pandemic-related trauma and stressors; other forms of individual, group, community, or mass trauma and stressors; historical trauma; and current general life stressors. This acknowledges that all trauma-informed work is dynamic and may be influenced by contextual factors.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47125771","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 : 2022-05-13DOI: 10.1177/23733799221092407
Kristin M. Osiecki, Angie P. Mejia
The current racial climate, the subsequent protests taking place in the state of Minnesota, and the social spotlight that followed, brought forth the importance of creating anti-racism initiatives in higher education. This article describes a significant curriculum redesign of an undergraduate social determinants of health (SDOH) course to include a module on examining social and community context with an emphasis on racism, discrimination, and violence. Course materials focused on a notorious urban housing project subject to media scrutiny, and a corrupt political system that resulted in policies perpetuating generational segregation, poverty, and violence. SDOH factors are presented in an upstream public health approach from the lens of individuals, and their perceptions of top down, uncontrollable institutional level forces that impact their quality of life. This module aims to disrupt students’ deep-rooted understanding about underserved urban populations and introduces them to a nuanced understanding of intersectionality around five key SDOH. The module incorporates an intersectional analysis within the praxis of public health and sociology to explore discrimination, institutional racism, and segregation beyond public health data driven indicators that examine race and disparate health outcomes. We found that preconceived notions of student knowledge, behavior, and belief systems contribute to the stereotypical views of urban, poor minority populations. Students discovered that despite neighborhood dysfunction, residents created strong social cohesive networks, were political advocates for change, and sought promised governmental economic opportunities. Students are better informed about “those” people in “bad” neighborhoods that struggle to overcome decades of institutionally designed obstacles created from subversive policies.
{"title":"Teaching Undergraduate Social Determinants of Health: “Bad” Neighborhoods, “Those” People, and Dispelling the Stereotypical Portrayal of Poor, Urban Communities","authors":"Kristin M. Osiecki, Angie P. Mejia","doi":"10.1177/23733799221092407","DOIUrl":"https://doi.org/10.1177/23733799221092407","url":null,"abstract":"The current racial climate, the subsequent protests taking place in the state of Minnesota, and the social spotlight that followed, brought forth the importance of creating anti-racism initiatives in higher education. This article describes a significant curriculum redesign of an undergraduate social determinants of health (SDOH) course to include a module on examining social and community context with an emphasis on racism, discrimination, and violence. Course materials focused on a notorious urban housing project subject to media scrutiny, and a corrupt political system that resulted in policies perpetuating generational segregation, poverty, and violence. SDOH factors are presented in an upstream public health approach from the lens of individuals, and their perceptions of top down, uncontrollable institutional level forces that impact their quality of life. This module aims to disrupt students’ deep-rooted understanding about underserved urban populations and introduces them to a nuanced understanding of intersectionality around five key SDOH. The module incorporates an intersectional analysis within the praxis of public health and sociology to explore discrimination, institutional racism, and segregation beyond public health data driven indicators that examine race and disparate health outcomes. We found that preconceived notions of student knowledge, behavior, and belief systems contribute to the stereotypical views of urban, poor minority populations. Students discovered that despite neighborhood dysfunction, residents created strong social cohesive networks, were political advocates for change, and sought promised governmental economic opportunities. Students are better informed about “those” people in “bad” neighborhoods that struggle to overcome decades of institutionally designed obstacles created from subversive policies.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43418996","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 : 2022-05-03DOI: 10.1177/23733799221094617
Tyler G. James, Meagan K. Sullivan, Heather L. Henderson, Julia R. Varnes
The professionalization of the fields of health education and health promotion has largely coincided with the completion of job task analysis conducted by major organizations in the field (e.g., the National Commission for Health Education Credentialing, Society for Public Health Education). The process through which these job task analyses and skill-based competencies are implemented in professional preparation programs poses a risk to stifle advancement and innovation in health education and promotion. In this perspective, we discuss Competency Focused Practice (the current state of the field) to a goal of Philosophically Grounded Practice. We provide comparisons of the implications of these two schools of thought with respect to ethics, social determinants of health, and practical methods in health education and promotion.
{"title":"Competency Focused Versus Philosophically Grounded Health Promotion Practice: Impacts on Innovation and Addressing Health Inequities","authors":"Tyler G. James, Meagan K. Sullivan, Heather L. Henderson, Julia R. Varnes","doi":"10.1177/23733799221094617","DOIUrl":"https://doi.org/10.1177/23733799221094617","url":null,"abstract":"The professionalization of the fields of health education and health promotion has largely coincided with the completion of job task analysis conducted by major organizations in the field (e.g., the National Commission for Health Education Credentialing, Society for Public Health Education). The process through which these job task analyses and skill-based competencies are implemented in professional preparation programs poses a risk to stifle advancement and innovation in health education and promotion. In this perspective, we discuss Competency Focused Practice (the current state of the field) to a goal of Philosophically Grounded Practice. We provide comparisons of the implications of these two schools of thought with respect to ethics, social determinants of health, and practical methods in health education and promotion.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47155890","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 : 2022-04-29DOI: 10.1177/23733799221085250
Abby M. Lohr, Namoonga M. Mantina, E. Valdez, Charisse S. Iglesias, M. Ingram, L. Valdez, J. D. de Zapien, Cecilia Rosales
The purpose of our evaluation is to provide an example of how public health schools can use service-learning courses to teach students about health equity. By ensuring that the future workforce has a comprehensive understanding of regions such as the U.S./Mexico border, students will be better equipped to provide public health services. Specifically, our objectives were to (1) understand how student perceptions of the border evolve during the 1-week Border Health Service-Learning Institute (BHSLI) course and (2) understand how the service-learning experience impacted students’ proposed personal and professional goals. Using BHSLI student journals collected over 9 years, we conducted a qualitative investigation to evaluate students’ experiences of the service-learning course. Our findings suggest that BHSLI offered opportunities for advancing dialogue about health equity. Because BHSLI is immersive, it showed students a reality that they would not normally encounter. In reflecting on these new experiences, students were not only encouraged to question systems and policies but also made accountable to act upon the insights they gained. We found that BHSLI was a space for critical consciousness building, for shifting paradigms. Students learned how to intervene in real time to make change around public health issues. Service learning could be a practice-based solution to help public health students learn about health equity, especially in historically marginalized regions such as the U.S./Mexico border.
{"title":"Service Learning on the U.S./Mexico Border: Transforming Student Paradigms","authors":"Abby M. Lohr, Namoonga M. Mantina, E. Valdez, Charisse S. Iglesias, M. Ingram, L. Valdez, J. D. de Zapien, Cecilia Rosales","doi":"10.1177/23733799221085250","DOIUrl":"https://doi.org/10.1177/23733799221085250","url":null,"abstract":"The purpose of our evaluation is to provide an example of how public health schools can use service-learning courses to teach students about health equity. By ensuring that the future workforce has a comprehensive understanding of regions such as the U.S./Mexico border, students will be better equipped to provide public health services. Specifically, our objectives were to (1) understand how student perceptions of the border evolve during the 1-week Border Health Service-Learning Institute (BHSLI) course and (2) understand how the service-learning experience impacted students’ proposed personal and professional goals. Using BHSLI student journals collected over 9 years, we conducted a qualitative investigation to evaluate students’ experiences of the service-learning course. Our findings suggest that BHSLI offered opportunities for advancing dialogue about health equity. Because BHSLI is immersive, it showed students a reality that they would not normally encounter. In reflecting on these new experiences, students were not only encouraged to question systems and policies but also made accountable to act upon the insights they gained. We found that BHSLI was a space for critical consciousness building, for shifting paradigms. Students learned how to intervene in real time to make change around public health issues. Service learning could be a practice-based solution to help public health students learn about health equity, especially in historically marginalized regions such as the U.S./Mexico border.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47798471","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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