Doctoral Students as Agents for Change: Shaping Our Public Health Training Environment

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Anna-Michelle M. McSorley, Erin Manalo-Pedro, A. Bacong
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引用次数: 6

Abstract

This reflective article describes how we, a trio of doctoral students, applied critical pedagogical approaches to identify gaps in our public health training, reflect on the value of our lived experiences and ancestral histories, and take action toward advancing change within our School of Public Health. Additionally, we argue that our future effectiveness in leading systemic change toward health justice requires our public health training institutions to deliver course content that addresses racism and other systemic forms of oppression, largely responsible for reproducing health inequities. We also reflect upon how our efforts to find spaces in which to critically engage with content related to social and structural determinants of health transformed into a collaborative learning opportunity that has served to strengthen our skills as public health researchers, advocates, and future educators. We conclude by calling upon our schools of public health to take the lead in preparing the public health workforce of tomorrow for the challenges of addressing systemic causes of health inequities. Our goal is to share our experiences so that graduate students across public health training institutions may look to this piece as a concrete example of how we can shape our schools of public health to meet our needs.
博士生作为变革的推动者:塑造我们的公共卫生培训环境
这篇反思性文章描述了我们三位博士生如何应用批判性教学方法来确定我们公共卫生培训中的差距,反思我们的生活经历和祖先历史的价值,并采取行动推动我们公共卫生学院的变革。此外,我们认为,我们未来在领导系统性变革以实现健康正义方面的有效性,要求我们的公共卫生培训机构提供解决种族主义和其他系统性压迫形式的课程内容,而这些内容在很大程度上是再现健康不平等的原因。我们还反思了我们如何努力寻找空间,批判性地参与与健康的社会和结构决定因素相关的内容,并将其转化为合作学习机会,从而有助于加强我们作为公共卫生研究人员、倡导者和未来教育者的技能。最后,我们呼吁我们的公共卫生学院带头为明天的公共卫生工作人员做好准备,迎接解决卫生不平等的系统性原因的挑战。我们的目标是分享我们的经验,以便公共卫生培训机构的研究生可以将这篇文章视为我们如何塑造公共卫生学院以满足我们需求的具体例子。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.10
自引率
33.30%
发文量
0
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