Enhancing Students’ Skills in Applying Theory Through Collaborative and Active Learning: A Pre-Post Evaluation of an Innovative Theory Course for Graduate Public Health Students

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Robin E. McGee, E. Walker, Colleen M. McBride, E. Nehl, Whitney S. Rice, Nicolette E. Wise, Carla Jones-Harrell, D. Lang
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引用次数: 1

Abstract

Modern public health practice includes planning, implementation, and evaluation of programs targeting the structural and social determinants of health. To prepare graduate students to engage with theory in complex, practical, and innovative ways, a new model of course delivery was created to focus on developing and applying theorizing skills to the social ecological model. Throughout the semester, students engage in collaborative learning to apply theory to real-world public health interventions focused on high-profile public health issues. Data were gleaned from three course sections ( N = 80) using a pre-post study design to evaluate students’ ability to apply theory at various levels of the social ecological model and confidence to meet course objectives. The post-course survey also included questions about the helpfulness of specific course elements and asked for recommendations for improvement. Descriptive statistics were calculated and differences between pre- and post-ratings were tested with paired samples t-tests and Wilcoxon signed rank tests. Students improved in their ability to apply theory by the end of the semester ( p < .001) and in their confidence in meeting all learning objectives ( p < .001). Most students found that this new format of engaging with theory in complex, applied, and innovative ways by working in teams, completing in-class activities, and open poster presentations beneficial. Engaging students in a new course format led to critical reflection about various levels of influence on health and enhanced students’ ability to apply theory at multiple levels of influence. Further refinement and course development will continue to facilitate developing theorizing skills.
通过合作与主动学习提高学生运用理论的能力:公共卫生研究生创新理论课程的前后评价
现代公共卫生实践包括针对健康的结构和社会决定因素的规划、实施和评估。为了使研究生能够以复杂、实用和创新的方式参与理论,我们创建了一种新的课程交付模式,重点是发展和应用社会生态模型的理论技能。在整个学期中,学生参与协作学习,将理论应用于现实世界的公共卫生干预措施,重点关注引人注目的公共卫生问题。数据收集自三个课程部分(N = 80),采用前后研究设计来评估学生在社会生态模型的各个层面应用理论的能力和实现课程目标的信心。课后调查还包括关于具体课程内容的帮助性的问题,并要求提出改进建议。计算描述性统计量,并使用配对样本t检验和Wilcoxon符号秩检验检验前后评分之间的差异。到学期结束时,学生们应用理论的能力有所提高(p < 0.001),他们对实现所有学习目标的信心也有所提高(p < 0.001)。大多数学生发现,通过团队合作、完成课堂活动和公开的海报展示,这种以复杂、应用和创新的方式参与理论的新形式是有益的。让学生参与到一种新的课程形式中,导致了对健康不同程度影响的批判性反思,并提高了学生在不同程度影响中应用理论的能力。进一步的细化和课程开发将继续促进理论技能的发展。
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%
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