社区驱动的体验式公共卫生课程的经验教训

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pedagogy in Health Promotion Pub Date : 2021-11-11 DOI:10.1177/23733799211056311
Debbie L. Humphries, Christina Bastida, Mahaya C. Walker
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引用次数: 2

摘要

应用实践机会在本科和研究生公共卫生课程中都是必不可少的,并且在2016年公共卫生教育委员会(CEPH)认证要求的变化中得到了强调。为了制定和实施解决我们社区面临的挑战的办法,对公共卫生培训的需求日益增加,其中包括严格的课程和体验式学习机会。我们在此分享一个课程的框架和框架,为公共卫生学生提供了一个支持性的结构,以响应社区组织的明确需求,开展应用实践活动。指导原则:该实习课程以实践为基础的学习理论、社区参与研究理论和社区参与研究理论为基础,旨在培养学生参与社区知识生成伙伴关系,以更有效地解决健康差距问题。经验教训:提前计划是成功的基础。社区合作伙伴和学生的兴趣是一致的;团队的共同目标是通过他们的项目促进可持续的长期影响。学生通过开发指导项目开发和实施的工具工具(如逻辑模型、项目影响途径和工作计划),为成功做好准备。学生学会适应不断变化的伙伴需求。学生有一个独特的学习经验,是基于实践。为了理解不同课程要素的关键功能,未来的工作将在教师评估中现有的定性指标基础上增加定量指标,与其他实习教师合作制定通用的最佳实践,并将包括对学生反思的定性分析。
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Lessons From a Community Driven Experiential Public Health Course
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.
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33.30%
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