Pub Date : 2021-12-01DOI: 10.1177/23733799211047517
C. Caldwell, Dana Thomas, Hannah Hoelscher, Hallie Williams, Zachary Mason, M. Valerio-Shewmaker, Sela V. Panapasa
Studies have shown that racial and ethnic minority health professionals are more likely than those in the majority to work in predominantly underserved, largely minority communities. Increasing the pool of underrepresented racial and ethnic professionals could help reduce health disparities. Summer programs giving minority students public health training and experiences can increase the number who enter the health professions. This article describes recruitment strategies for obtaining a diverse pool of applicants for such a program as part of a Centers for Disease Control and Prevention funded multisite undergraduate training program intended to increase the diversity of the public health workforce. The recruitment strategies used included institutional linkages, collaborative partnerships, and interpersonal contacts. No one strategy was more effective; however, Hispanic/Latinas were more likely to be recruited through institutional linkages, but less likely to be recruited through interpersonal contacts than other female groups. Understanding successful recruitment strategies to achieve a diverse application pool for public health training programs is vital to achieve health equity.
{"title":"Tailoring Recruitment and Outreach Strategies for Underrepresented Students in Public Health Pipeline Programs","authors":"C. Caldwell, Dana Thomas, Hannah Hoelscher, Hallie Williams, Zachary Mason, M. Valerio-Shewmaker, Sela V. Panapasa","doi":"10.1177/23733799211047517","DOIUrl":"https://doi.org/10.1177/23733799211047517","url":null,"abstract":"Studies have shown that racial and ethnic minority health professionals are more likely than those in the majority to work in predominantly underserved, largely minority communities. Increasing the pool of underrepresented racial and ethnic professionals could help reduce health disparities. Summer programs giving minority students public health training and experiences can increase the number who enter the health professions. This article describes recruitment strategies for obtaining a diverse pool of applicants for such a program as part of a Centers for Disease Control and Prevention funded multisite undergraduate training program intended to increase the diversity of the public health workforce. The recruitment strategies used included institutional linkages, collaborative partnerships, and interpersonal contacts. No one strategy was more effective; however, Hispanic/Latinas were more likely to be recruited through institutional linkages, but less likely to be recruited through interpersonal contacts than other female groups. Understanding successful recruitment strategies to achieve a diverse application pool for public health training programs is vital to achieve health equity.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"36S - 43S"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48524736","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 : 2021-12-01DOI: 10.1177/23733799211043142
R. Rich
Emphasizing the value of utilizing both facts and stories to teach and learn about health, race, and social justice, this reflection makes a case for using The Immortal Life of Henrietta Lacks and Well: What We Need to Talk About When We Talk About Health to create a dialogue with undergraduate health education students. The unique combination of facts and stories that the two books provide sparked conversations from which both my students and I were grateful to learn.
{"title":"Usefulness of a Health Education and Promotion Book Club to Teach About Race and Social Justice","authors":"R. Rich","doi":"10.1177/23733799211043142","DOIUrl":"https://doi.org/10.1177/23733799211043142","url":null,"abstract":"Emphasizing the value of utilizing both facts and stories to teach and learn about health, race, and social justice, this reflection makes a case for using The Immortal Life of Henrietta Lacks and Well: What We Need to Talk About When We Talk About Health to create a dialogue with undergraduate health education students. The unique combination of facts and stories that the two books provide sparked conversations from which both my students and I were grateful to learn.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"327 - 330"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43392733","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 : 2021-12-01DOI: 10.1177/23733799211054445
A. Schuchat
The challenges of the COVID-19 pandemic and the public health crisis of racism underscore how important it is for our nation to attract, develop, and retain a diverse public health workforce that can work in communities as well as local, state, and national levels. 3 This article is part of a I Pedagogy in Health Promotion: The Scholarship of Teaching and Learning i supplement, "Preparing the Future Public Health Workforce: Contributions of the CDC Undergraduate Public Health Scholars Program", which was supported by a cooperative agreement from the U.S. Centers for Disease Control and Prevention, Office of Minority Health and Health Equity to the Society for Public Health Education, entitled "Strengthening Public Health Systems and Services through National Partnerships to Improve and Protect the Nation's Health" (Contract Number 5 NU38OT000315-03-00). Keywords: public health;workforce development;public health pedagogy EN public health workforce development public health pedagogy 13S 14S 1 12/09/21 20211202 NES 211202 Hindsight may or may not be 2020, but beginnings look different from the end of a public health career. [Extracted from the article] Copyright of Pedagogy in Health Promotion is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
新冠肺炎大流行和种族主义公共卫生危机的挑战突出表明，吸引、发展和留住能够在社区以及地方、州和国家各级工作的多样化公共卫生劳动力对我们国家来说是多么重要。3本文是I《健康促进教育学：教学奖学金》I增刊《准备未来的公共卫生劳动力：美国疾病控制与预防中心本科生公共卫生学者计划的贡献》的一部分，该增刊得到了美国疾病控制和预防中心的合作协议的支持，少数民族健康和健康公平办公室向公共卫生教育协会提交，题为“通过国家伙伴关系加强公共卫生系统和服务，以改善和保护国家健康”（合同编号5 NU38OT000315-03-00）。关键词：公共卫生；劳动力发展；公共卫生教育学EN公共卫生劳动力发展公共卫生教育法13S 14S 1 12/09/21 20211202 NES 211202后见可能是也可能不是2020年，但开始看起来与公共卫生职业生涯的结束不同。【摘自文章】《健康促进教育学》版权归Sage Publications股份有限公司所有，未经版权持有人明确书面许可，不得将其内容复制或通过电子邮件发送到多个网站或发布到listserv。但是，用户可以打印、下载或通过电子邮件发送文章供个人使用。这可能会被删节。对复印件的准确性不作任何保证。用户应参考材料的原始发布版本以获取完整信息。（版权适用于所有人。）
{"title":"Beginnings and Endings: A Retiree’s Reflections on the CDC’s Undergraduate Public Health Scholars Program","authors":"A. Schuchat","doi":"10.1177/23733799211054445","DOIUrl":"https://doi.org/10.1177/23733799211054445","url":null,"abstract":"The challenges of the COVID-19 pandemic and the public health crisis of racism underscore how important it is for our nation to attract, develop, and retain a diverse public health workforce that can work in communities as well as local, state, and national levels. 3 This article is part of a I Pedagogy in Health Promotion: The Scholarship of Teaching and Learning i supplement, \"Preparing the Future Public Health Workforce: Contributions of the CDC Undergraduate Public Health Scholars Program\", which was supported by a cooperative agreement from the U.S. Centers for Disease Control and Prevention, Office of Minority Health and Health Equity to the Society for Public Health Education, entitled \"Strengthening Public Health Systems and Services through National Partnerships to Improve and Protect the Nation's Health\" (Contract Number 5 NU38OT000315-03-00). Keywords: public health;workforce development;public health pedagogy EN public health workforce development public health pedagogy 13S 14S 1 12/09/21 20211202 NES 211202 Hindsight may or may not be 2020, but beginnings look different from the end of a public health career. [Extracted from the article] Copyright of Pedagogy in Health Promotion is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"13S - 14S"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49156064","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 : 2021-12-01DOI: 10.1177/23733799211054086
Willie C. Brown, Laura Magaña, Carlos Crespo, Wendy B. White
The underrepresentation of minoritized populations in public health, health care, and research disciplines hurts the advancement of science and the communities disproportionately affected by health disparities (Valantine & Collins, 2020). While the implementation of pipeline programs like the Centers for Disease Control and Prevention (CDC) Undergraduate Public Health Scholars (CUPS) Program have been invested to increase workforce diversity in the last decade, the current workforce remains racially homogenous, and there are significant challenges in developing and retaining a diverse public health and health care workforce. The CDC includes mentorship as an essential component of the CUPS Program. Just as it is critical for success in academia, mentorship in public health training translates the hidden curriculum and reinterprets cultural and professional norms. Mentorship contributes to underrepresented minoritized (URM) students’ educational and professional development by increasing access, promoting persistence, and allowing students to visualize what success looks like throughout every stage of their training (Carter, 2006; Lewis et al., 2016; Young et al., 2021). While the provision of scholarship can also increase access and promote persistence, the power of human connection and role modeling offered through mentorship is paramount. This article provides a historical and cultural perspective on what mentorship means in a minoritized population such as in the African American community. It discusses the unique needs of URM students and offers methods to effectively mentoring them, and ways for the system to address the scarcity of mentors required to meet the enormous needs in support of the nation’s charge to increase URM groups in public health, health care, and biomedical sciences. Last, this article highlights what students can do to make themselves more attractive to mentors and recommends selecting candidates of maximum potential for the CUPS Program. While students generally welcome mentorship, incidental reports from the CUPS participants suggest possible misunderstanding and generational gaps on mentorship style. Insights from another generation of mentors could help demystify and explain why some mentors may be (or can be perceived as being) more protective and critical than others. Throughout history, mentorship has played a crucial role in passing on knowledge and skills to the next generation. Mentorship is as important in this context as it was for many African American youths in the segregated South of the United States. In the segregated South, African American youths were accustomed to both formal and informal mentorships. The formal mentorship was from parents, teachers, administrators in the school system, coaches, and clergy. Two primary goals for these mentors were to (1) help children avoid prohibited activities that would lead to imprisonment or death and (2) receive a quality education. Informal mentorship was a pro
少数群体在公共卫生、医疗保健和研究学科中的代表性不足，损害了科学的进步，也损害了受健康差异不成比例影响的社区(Valantine & Collins, 2020)。虽然在过去的十年里，美国疾病控制和预防中心(CDC)本科公共卫生学者(CUPS)计划等管道项目的实施已经投入资金，以增加劳动力的多样性，但目前的劳动力仍然是种族同质化的，在发展和保持多元化的公共卫生和医疗保健劳动力方面存在重大挑战。CDC将指导作为CUPS计划的重要组成部分。就像在学术界取得成功至关重要一样，公共卫生培训中的指导可以翻译隐藏的课程，并重新解释文化和专业规范。导师制有助于弱势群体(URM)学生的教育和专业发展，通过增加机会，促进坚持不懈，让学生在训练的每个阶段都能想象成功是什么样子(Carter, 2006;Lewis et al.， 2016;Young et al.， 2021)。虽然提供奖学金也可以增加机会并促进坚持不懈，但通过导师提供的人际关系和榜样的力量是至关重要的。这篇文章提供了一个历史和文化的角度，什么是指导在少数群体，如非洲裔美国人社区的意义。它讨论了URM学生的独特需求，并提供了有效指导他们的方法，以及系统如何解决导师稀缺的问题，以满足国家在公共卫生，医疗保健和生物医学科学方面增加URM群体的巨大需求。最后，这篇文章强调了学生可以做些什么来让自己对导师更有吸引力，并建议选择最有潜力的候选人参加CUPS项目。虽然学生们普遍欢迎师徒关系，但CUPS参与者的偶然报告表明，在师徒关系方式上可能存在误解和代沟。来自另一代导师的见解可以帮助揭开和解释为什么一些导师可能(或被认为)比其他导师更有保护意识和批判性。纵观历史，导师在将知识和技能传递给下一代方面发挥了至关重要的作用。在这种情况下，师徒关系与美国南部种族隔离时期的许多非裔美国青年一样重要。在实行种族隔离的南方，非裔美国青年习惯了正式和非正式的指导。正式的指导来自父母、老师、学校系统的管理人员、教练和神职人员。这些导师的两个主要目标是:(1)帮助儿童避免可能导致监禁或死亡的被禁止的活动;(2)接受优质教育。非正式的指导是一个由“代替父母”的概念推动的过程，如果孩子在离家时行为不端，任何成年人都可以“管教”他们，“就像他们是自己的孩子一样”。尽管许多人可能认为这是一个极端的过程，但“代父母”主要是非洲裔美国人文化和心理的一部分，是一种保护和控制年轻人的方式。此外，孩子们在很小的时候就被教导“他们必须加倍努力才能得到一半的钱。”许多导师和项目官员可能在这些假设下运作，但被学生误解了。无论我们的社会身份或文化规范如何，我们都会时不时地感到被疏远。少数族裔学生的疏离感往往更强烈，因为他们必须生活在一种优待白人的文化和制度中。每天，URM学生都会从媒体、社交媒体、学生，有时甚至是老师那里收到关于自己的负面信息，导致他们的自我形象不佳，自尊心低，缺乏健康促进教育学
{"title":"Mentoring Underrepresented Minoritized Students for Success","authors":"Willie C. Brown, Laura Magaña, Carlos Crespo, Wendy B. White","doi":"10.1177/23733799211054086","DOIUrl":"https://doi.org/10.1177/23733799211054086","url":null,"abstract":"The underrepresentation of minoritized populations in public health, health care, and research disciplines hurts the advancement of science and the communities disproportionately affected by health disparities (Valantine & Collins, 2020). While the implementation of pipeline programs like the Centers for Disease Control and Prevention (CDC) Undergraduate Public Health Scholars (CUPS) Program have been invested to increase workforce diversity in the last decade, the current workforce remains racially homogenous, and there are significant challenges in developing and retaining a diverse public health and health care workforce. The CDC includes mentorship as an essential component of the CUPS Program. Just as it is critical for success in academia, mentorship in public health training translates the hidden curriculum and reinterprets cultural and professional norms. Mentorship contributes to underrepresented minoritized (URM) students’ educational and professional development by increasing access, promoting persistence, and allowing students to visualize what success looks like throughout every stage of their training (Carter, 2006; Lewis et al., 2016; Young et al., 2021). While the provision of scholarship can also increase access and promote persistence, the power of human connection and role modeling offered through mentorship is paramount. This article provides a historical and cultural perspective on what mentorship means in a minoritized population such as in the African American community. It discusses the unique needs of URM students and offers methods to effectively mentoring them, and ways for the system to address the scarcity of mentors required to meet the enormous needs in support of the nation’s charge to increase URM groups in public health, health care, and biomedical sciences. Last, this article highlights what students can do to make themselves more attractive to mentors and recommends selecting candidates of maximum potential for the CUPS Program. While students generally welcome mentorship, incidental reports from the CUPS participants suggest possible misunderstanding and generational gaps on mentorship style. Insights from another generation of mentors could help demystify and explain why some mentors may be (or can be perceived as being) more protective and critical than others. Throughout history, mentorship has played a crucial role in passing on knowledge and skills to the next generation. Mentorship is as important in this context as it was for many African American youths in the segregated South of the United States. In the segregated South, African American youths were accustomed to both formal and informal mentorships. The formal mentorship was from parents, teachers, administrators in the school system, coaches, and clergy. Two primary goals for these mentors were to (1) help children avoid prohibited activities that would lead to imprisonment or death and (2) receive a quality education. Informal mentorship was a pro","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"20S - 22S"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43863167","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 : 2021-12-01DOI: 10.1177/23733799211046974
Sarah R Blenner, Sarah E. Roth, Rita Manukyan, Yareli Escutia-Calderon, Alec M. Chan-Golston, Elaine Owusu, Lindsay N. Rice, Michael L. Prelip
Annually, the University of California Los Angeles (UCLA) Public Health Scholars Training Program (Program) exposes and engages 35 to 40 undergraduate students, Public Health Scholars, through an 8-week intensive summer training program in public health. Experiential learning through internships is an integral part of the Program, allowing scholars to gain hands-on experience in the field of public health while providing pathways to enter the public health workforce and pursue graduate education. The Program leverages existing strong community partnerships developed through the school’s applied practice experiences as well as creates new partnerships. These relationships are mutually beneficial, improve community connections, expand relationships, and develop the school’s ability to work with undergraduate students. This article outlines an adapted, evidence-based experiential learning model and develops an evaluation framework to capture the program impact. In the program evaluation, scholars and professional mentors assess the impact of the Program on scholars’ intrapersonal, interpersonal, societal, strategic professional, and foundational public health skills. Mentor and peer relationships drive the experiential learning model, supporting the Program to train undergraduate scholars, prepare graduate students to be future mentors once established in the public health workforce, and build the capacity of partner organizations to train a diverse public health workforce. The Program provides a needed opportunity to scholars, most of whom are from underrepresented or underserved backgrounds, to receive in-depth exposure and engagement with public health.
{"title":"Community Partnerships and Experiential Learning: Investing in the Next Generation of a Diverse, Qualified Public Health Workforce","authors":"Sarah R Blenner, Sarah E. Roth, Rita Manukyan, Yareli Escutia-Calderon, Alec M. Chan-Golston, Elaine Owusu, Lindsay N. Rice, Michael L. Prelip","doi":"10.1177/23733799211046974","DOIUrl":"https://doi.org/10.1177/23733799211046974","url":null,"abstract":"Annually, the University of California Los Angeles (UCLA) Public Health Scholars Training Program (Program) exposes and engages 35 to 40 undergraduate students, Public Health Scholars, through an 8-week intensive summer training program in public health. Experiential learning through internships is an integral part of the Program, allowing scholars to gain hands-on experience in the field of public health while providing pathways to enter the public health workforce and pursue graduate education. The Program leverages existing strong community partnerships developed through the school’s applied practice experiences as well as creates new partnerships. These relationships are mutually beneficial, improve community connections, expand relationships, and develop the school’s ability to work with undergraduate students. This article outlines an adapted, evidence-based experiential learning model and develops an evaluation framework to capture the program impact. In the program evaluation, scholars and professional mentors assess the impact of the Program on scholars’ intrapersonal, interpersonal, societal, strategic professional, and foundational public health skills. Mentor and peer relationships drive the experiential learning model, supporting the Program to train undergraduate scholars, prepare graduate students to be future mentors once established in the public health workforce, and build the capacity of partner organizations to train a diverse public health workforce. The Program provides a needed opportunity to scholars, most of whom are from underrepresented or underserved backgrounds, to receive in-depth exposure and engagement with public health.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"51S - 62S"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44717157","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 : 2021-12-01DOI: 10.1177/23733799211031942
Krista D. Mincey
Implicit bias is a topic many faculty/instructors may feel uncomfortable teaching and discussing with their students. As public health professionals, it is important that we teach the next generation of public health professionals about bias so that they are able to address the elements in society that allow these biases to affect the health care that is received and the health outcomes that occur because of these biases. This article provides detailed information on an activity around bias conducted with undergraduate students in an Introduction to Public Health course. The article discusses how this activity can be adapted and guidance on how to make this activity work for any course.
{"title":"Teaching Bias to Undergraduate Students in an Introduction to Public Health Course","authors":"Krista D. Mincey","doi":"10.1177/23733799211031942","DOIUrl":"https://doi.org/10.1177/23733799211031942","url":null,"abstract":"Implicit bias is a topic many faculty/instructors may feel uncomfortable teaching and discussing with their students. As public health professionals, it is important that we teach the next generation of public health professionals about bias so that they are able to address the elements in society that allow these biases to affect the health care that is received and the health outcomes that occur because of these biases. This article provides detailed information on an activity around bias conducted with undergraduate students in an Introduction to Public Health course. The article discusses how this activity can be adapted and guidance on how to make this activity work for any course.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"313 - 316"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45297285","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 : 2021-11-24DOI: 10.1177/23733799211060742
Amanda R. Ellis
The adversity of the 2020 to 2021 academic year highlighted the need for quality online courses. Challenges of teaching data analysis and helping students meet the Council on Education for Public Health (CEPH) competencies increase in an online environment. To address recent competency changes by the CEPH, a fully online asynchronous course was developed to address the MPH evidence-based approaches to public health competencies and prepare students for the Public Health Workforce. Both problem-based learning and experiential learning theory methodologies informed course design. In the Spring of 2020, with feedback from our Public Health partners, we re-designed a traditional biostatistics course with a holistic approach to data analysis. Students in the class were expected to work individually and as team scientists. They were exposed to data analysis elements from project initiation to dissemination while simultaneously learning methodologic concepts. This article outlines the structure and implementation of an online introductory data analysis course designed for MPH students as a model for re-designing the traditional MPH introductory biostatistics course. Both course development and design are discussed, and evaluations from both students and the instructor are provided.
{"title":"Development and Implementation of a Fully Online Introductory Data Analysis Course to Better Prepare Students for the Public Health Workforce","authors":"Amanda R. Ellis","doi":"10.1177/23733799211060742","DOIUrl":"https://doi.org/10.1177/23733799211060742","url":null,"abstract":"The adversity of the 2020 to 2021 academic year highlighted the need for quality online courses. Challenges of teaching data analysis and helping students meet the Council on Education for Public Health (CEPH) competencies increase in an online environment. To address recent competency changes by the CEPH, a fully online asynchronous course was developed to address the MPH evidence-based approaches to public health competencies and prepare students for the Public Health Workforce. Both problem-based learning and experiential learning theory methodologies informed course design. In the Spring of 2020, with feedback from our Public Health partners, we re-designed a traditional biostatistics course with a holistic approach to data analysis. Students in the class were expected to work individually and as team scientists. They were exposed to data analysis elements from project initiation to dissemination while simultaneously learning methodologic concepts. This article outlines the structure and implementation of an online introductory data analysis course designed for MPH students as a model for re-designing the traditional MPH introductory biostatistics course. Both course development and design are discussed, and evaluations from both students and the instructor are provided.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"309 - 314"},"PeriodicalIF":1.5,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49524858","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 : 2021-11-11DOI: 10.1177/23733799211056311
Debbie L. Humphries, Christina Bastida, Mahaya C. Walker
Applied practice opportunities are essential in both undergraduate and graduate public health programs, and are emphasized in the 2016 changes to the Council on Education for Public Health (CEPH) accreditation requirements. To generate and implement solutions to challenges our communities face, there is an increased need for public health training that includes both rigorous coursework and experiential learning opportunities. We share here a framework and scaffolding from a class that has provided a supportive structure for public health students to conduct applied practice activities in response to expressed needs of community organizations. Guiding Principles: The practicum is grounded in theories of practice-based learning, community based participatory research, and community engaged research with a vision of preparing students to participate in community knowledge generation partnerships to more effectively address health disparities. Lessons learned: Advance planning creates a foundation for success. Community partner and student interests are aligned; teams share the common goal of promoting sustainable long-term impact through their projects. Students are prepared for success through the development of instrumental tools (e.g., logic models, program impact pathways, and work plans) that guide project development and implementation. Students learn to adapt to evolving partner needs. Students have a unique learning experience that is practice-based. Future work to understand key functions of different course elements will add quantitative metrics to the existing qualitative metrics in the preceptor evaluation, work with other practicum instructors to develop common best practices and will include a qualitative analysis of student reflections.
{"title":"Lessons From a Community Driven Experiential Public Health Course","authors":"Debbie L. Humphries, Christina Bastida, Mahaya C. Walker","doi":"10.1177/23733799211056311","DOIUrl":"https://doi.org/10.1177/23733799211056311","url":null,"abstract":"Applied practice opportunities are essential in both undergraduate and graduate public health programs, and are emphasized in the 2016 changes to the Council on Education for Public Health (CEPH) accreditation requirements. To generate and implement solutions to challenges our communities face, there is an increased need for public health training that includes both rigorous coursework and experiential learning opportunities. We share here a framework and scaffolding from a class that has provided a supportive structure for public health students to conduct applied practice activities in response to expressed needs of community organizations. Guiding Principles: The practicum is grounded in theories of practice-based learning, community based participatory research, and community engaged research with a vision of preparing students to participate in community knowledge generation partnerships to more effectively address health disparities. Lessons learned: Advance planning creates a foundation for success. Community partner and student interests are aligned; teams share the common goal of promoting sustainable long-term impact through their projects. Students are prepared for success through the development of instrumental tools (e.g., logic models, program impact pathways, and work plans) that guide project development and implementation. Students learn to adapt to evolving partner needs. Students have a unique learning experience that is practice-based. Future work to understand key functions of different course elements will add quantitative metrics to the existing qualitative metrics in the preceptor evaluation, work with other practicum instructors to develop common best practices and will include a qualitative analysis of student reflections.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"231 - 237"},"PeriodicalIF":1.5,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44153130","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 : 2021-11-04DOI: 10.1177/23733799211053883
H. Kennedy, Jill Elnicki, Dayna Torrieri, Elaine J Scallan Walter
There has been increased commitment to youth engagement in public health. However, those seeking to engage youth often lack the knowledge and skills to sustain meaningful youth engagement, constraining the potential positive impacts. Unfortunately, there is a paucity of training programs for practitioners who seek to increase their capacity to engage youth authentically. Given the need to train adults who work with youth, we developed and evaluated an online course to support public health and social service professionals in a social justice approach to youth engagement. During this 7-week course, grounded in social justice youth development theory, participants analyzed how power, privilege, and oppression operated in their own lives and engaged in conversations about disrupting systems of power that oppress young people. Fifty-eight participants completed the course as part of four cohorts, and 41 participants completed a survey (71% response rate) at all four time points (pre, post, 3-month, and 6-month follow-up). Paired t tests showed that participants experienced significant changes (p < .0001) in their confidence to implement practices and curricula associated with social justice youth development, critique and provide evidence-informed recommendations to their organizational setting, and describe and disrupt adultism—the systematic subordination of youth by adults. Effects were sustained 6 months post course. Qualitative responses to survey items further supported the positive benefit of the course on their professional youth work. This course provides a promising model for training public health and social service professionals on how to authentically work with youth through a social justice lens.
{"title":"Increasing the Capacity of Youth-Serving Professionals: Evaluation of the Online Social Justice Approach to Youth Engagement Course","authors":"H. Kennedy, Jill Elnicki, Dayna Torrieri, Elaine J Scallan Walter","doi":"10.1177/23733799211053883","DOIUrl":"https://doi.org/10.1177/23733799211053883","url":null,"abstract":"There has been increased commitment to youth engagement in public health. However, those seeking to engage youth often lack the knowledge and skills to sustain meaningful youth engagement, constraining the potential positive impacts. Unfortunately, there is a paucity of training programs for practitioners who seek to increase their capacity to engage youth authentically. Given the need to train adults who work with youth, we developed and evaluated an online course to support public health and social service professionals in a social justice approach to youth engagement. During this 7-week course, grounded in social justice youth development theory, participants analyzed how power, privilege, and oppression operated in their own lives and engaged in conversations about disrupting systems of power that oppress young people. Fifty-eight participants completed the course as part of four cohorts, and 41 participants completed a survey (71% response rate) at all four time points (pre, post, 3-month, and 6-month follow-up). Paired t tests showed that participants experienced significant changes (p < .0001) in their confidence to implement practices and curricula associated with social justice youth development, critique and provide evidence-informed recommendations to their organizational setting, and describe and disrupt adultism—the systematic subordination of youth by adults. Effects were sustained 6 months post course. Qualitative responses to survey items further supported the positive benefit of the course on their professional youth work. This course provides a promising model for training public health and social service professionals on how to authentically work with youth through a social justice lens.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"22 - 29"},"PeriodicalIF":1.5,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45963193","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 : 2021-11-02DOI: 10.1177/23733799211053879
Dara Young, Jeanne E Stork, M. Quinn, Randy Wykoff
In 2017, the College of Public Health implemented a “teaching incentive” by which faculty would receive extra pay if the composite score of teaching effectiveness on the student assessment of instruction (SAI) was in the top third for all scores in the college in that same semester, and at least 40% of the students in the class completed the SAI. In the first 4 years, 53 incentives were awarded to 25 different members of the faculty, for a total of $206,772. The college documented an increase in the composite score of teaching effectiveness and in percent of students completing the SAI. Significant increases in the composite score were seen for all faculty (3.47 to 3.59 out of 4.00, p = .02) and for those faculty in the college for the entire period (3.47 to 3.57, p = .0189). Over the 4 years, the percent of classes that had at least a 40% response rate increased for all faculty (41.2% to 55.7%, p = .0447) and for faculty who were in the college for the entire 4 years (39.6% to 51.9%, p = .1373). A teaching incentive that includes a significant salary supplementation appears to be associated with an increase in both student response rates and overall assessment of teaching effectiveness.
{"title":"The Effectiveness of a Merit- and Productivity-Based Teaching Incentive in a College of Public Health","authors":"Dara Young, Jeanne E Stork, M. Quinn, Randy Wykoff","doi":"10.1177/23733799211053879","DOIUrl":"https://doi.org/10.1177/23733799211053879","url":null,"abstract":"In 2017, the College of Public Health implemented a “teaching incentive” by which faculty would receive extra pay if the composite score of teaching effectiveness on the student assessment of instruction (SAI) was in the top third for all scores in the college in that same semester, and at least 40% of the students in the class completed the SAI. In the first 4 years, 53 incentives were awarded to 25 different members of the faculty, for a total of $206,772. The college documented an increase in the composite score of teaching effectiveness and in percent of students completing the SAI. Significant increases in the composite score were seen for all faculty (3.47 to 3.59 out of 4.00, p = .02) and for those faculty in the college for the entire period (3.47 to 3.57, p = .0189). Over the 4 years, the percent of classes that had at least a 40% response rate increased for all faculty (41.2% to 55.7%, p = .0447) and for faculty who were in the college for the entire 4 years (39.6% to 51.9%, p = .1373). A teaching incentive that includes a significant salary supplementation appears to be associated with an increase in both student response rates and overall assessment of teaching effectiveness.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"84 - 89"},"PeriodicalIF":1.5,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44851572","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：