Pedagogy in Health Promotion最新文献

Strengthening Public Health Preceptorship Through Project ECHO 通过 ECHO 项目加强公共卫生指导

IF 1.1

Pedagogy in Health Promotion Pub Date : 2024-08-08 DOI: 10.1177/23733799241269944

Leah M. Brandis, Tonya M. Johnson, Maryan Carbuccia Abbott, Betty T. Izumi, Robin L. Baker, Brad M. Wipfli, Melinda M. Davis

{"title":"Strengthening Public Health Preceptorship Through Project ECHO","authors":"Leah M. Brandis, Tonya M. Johnson, Maryan Carbuccia Abbott, Betty T. Izumi, Robin L. Baker, Brad M. Wipfli, Melinda M. Davis","doi":"10.1177/23733799241269944","DOIUrl":"https://doi.org/10.1177/23733799241269944","url":null,"abstract":"Project ECHO® (Extension for Community Healthcare Outcomes) is a telementoring workforce development model. This manuscript describes the development, delivery, and evaluation of a Public Health Preceptor ECHO program as a strategy to boost knowledge and confidence of public health preceptors, who guide public health students through an applied practice experience (internship). The Public Health Preceptor ECHO is a collaborative effort between two Oregon schools of public health. The six-session ECHO was developed between summer and fall 2022 and first delivered in winter 2023. Participants completed fixed and open response surveys after each ECHO session and at the program’s end. Quantitative responses were analyzed using Stata and illustrative qualitative responses were selected to highlight program impacts. Forty-three individuals registered to participate in the ECHO and 27 participants attended each session on average. Participants reported increased knowledge and skills, especially in communication with interns. The ECHO also provided resources for further training and mentorship, and examples of administrative policies and protocols for managing an intern project. In addition to boosting preceptors’ confidence to support public health students, two impacts included a grant submission to establish a hub for student internship stipends and extending university-sponsored housing to public health students in rural communities. Project ECHO is a promising methodology for training future public health preceptors.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141928509","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}

引用次数: 0

Lowering the Stakes: Quasi-Experimental, Mixed-Methods Evaluation of a Restructured Grading Approach in a Graduate Public Health Research Methods Course 降低风险：对公共卫生研究方法研究生课程中重新调整的评分方法进行准实验、混合方法评估

IF 1.1

Pedagogy in Health Promotion Pub Date : 2024-07-27 DOI: 10.1177/23733799241263025

Delia L. Lang, Caroline M. Barry, U. Ibragimov, Juan L. Rodriguez, Elizabeth Reisinger Walker

{"title":"Lowering the Stakes: Quasi-Experimental, Mixed-Methods Evaluation of a Restructured Grading Approach in a Graduate Public Health Research Methods Course","authors":"Delia L. Lang, Caroline M. Barry, U. Ibragimov, Juan L. Rodriguez, Elizabeth Reisinger Walker","doi":"10.1177/23733799241263025","DOIUrl":"https://doi.org/10.1177/23733799241263025","url":null,"abstract":"In schools and programs of public health, active learning and restructured feedback strategies may improve student learning and course performance compared to traditional lecture-based formats and grading systems. To promote student engagement and active learning, we implemented the team-based learning (TBL) model and a restructured grading approach based on principles of “ungrading” in the required behavioral research methods course of a master’s level public health curriculum. We conducted a quasi-experimental, mixed-methods evaluation of the implementation of restructured grading approach (two sections, n = 46) compared to the traditional grading approach (two sections, n = 34). For the restructured grading sections, numeric grades were removed for weekly team quizzes and team assignments. We administered and analyzed pre- and post-course surveys to compare perceived mastery of course learning objectives, intrinsic motivation, and perceptions of grading and instructor feedback by grading approach. Additionally, we compared course grades and final paper grades by grading approach and conducted two focus groups (one for each approach). The results indicate that students’ learning, satisfaction, and perceptions of the course were mainly equivalent across grading approaches. Students in the restructured grading sections demonstrated a few modestly improved outcomes compared to their peers in the traditional grading courses. Students in the restructured grading sections had slightly higher mean course grades, reported greater increase in confidence to critically evaluate research designs, and found team quizzes to be more helpful. Removing grades for team quizzes and assignments supported student learning and reduced student stress.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141798468","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}

引用次数: 0

Design and Implementation of a Course to Meet the Demand for a Skilled Public Health Workforce to Address the Needs of People With Disabilities 设计并实施一门课程，以满足对熟练公共卫生人才的需求，满足残疾人的需要

IF 1.1

Pedagogy in Health Promotion Pub Date : 2024-07-25 DOI: 10.1177/23733799241263021

Albina N. Minlikeeva, S. Przybyla

{"title":"Design and Implementation of a Course to Meet the Demand for a Skilled Public Health Workforce to Address the Needs of People With Disabilities","authors":"Albina N. Minlikeeva, S. Przybyla","doi":"10.1177/23733799241263021","DOIUrl":"https://doi.org/10.1177/23733799241263021","url":null,"abstract":"People with disabilities experience a higher burden of chronic diseases compared to people with no disabilities. To emphasize the importance of addressing health-related disparities affecting this population, multiple objectives of Healthy People 2030 focus on people with disabilities. Accomplishing these objectives requires a culturally competent public health workforce knowledgeable about the health issues and health-related factors affecting people with disabilities and evidence-based public health strategies for effective interventions. To prepare future public health professionals to be a part of efforts of diversity, equity, and inclusion, we developed and implemented a course on disability which was offered as an upper-level elective to students pursuing undergraduate training in public health. We structured the course around selected objectives of Healthy People 2030 and evidence-based strategies mapped to these objectives. The course framework allows for the development of proficiency and competency in these areas through learning about the basic disability-related terms, health issues, health-related behaviors, and social determinants of health affecting people with disabilities. We also aligned the course with the specific accreditation criteria outlined by the Council on Education for Public Health and disability competencies. There is an urgent need for future public health professionals to understand the challenges experienced by people with disabilities and be able to address them. Designing and implementing courses meeting the accreditation criteria and aligned with the national public health objectives could help strengthen the appropriate knowledge and skills of the future public health workforce.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141805174","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}

引用次数: 0

Recommendations for Integrating Anti-Racist and Inclusive Pedagogy Strategies into Doctoral Teaching Training in Public Health 将反种族主义和包容性教学法战略纳入公共卫生博士教学培训的建议

IF 1.1

Pedagogy in Health Promotion Pub Date : 2024-07-23 DOI: 10.1177/23733799241263000

Elizabeth Reisinger Walker, Sarita Pathak, Dawn L. Comeau

{"title":"Recommendations for Integrating Anti-Racist and Inclusive Pedagogy Strategies into Doctoral Teaching Training in Public Health","authors":"Elizabeth Reisinger Walker, Sarita Pathak, Dawn L. Comeau","doi":"10.1177/23733799241263000","DOIUrl":"https://doi.org/10.1177/23733799241263000","url":null,"abstract":"Greater use of antiracist and inclusive pedagogy is necessary to address racism in public health education. To effectively prepare the next generation of public health faculty who can support diverse cohorts of students in developing the skills needed to promote health equity, such pedagogies must be integrated into doctoral teaching training. Based on our experiences as co-instructors and student of a doctoral-level course on teaching public health, we offer recommendations for integrating antiracist and inclusive pedagogies into doctoral teaching training. First, integrating student voices, such as letters to academic institutions demanding changes to address institutional racism, can prompt reflection and discussion on how doctoral students’ teaching can contribute to antiracist work. Second, pedagogy courses offer the opportunity to model inclusive teaching strategies that value the participation and perspectives of all students. Third, mentored teaching experiences provide doctoral students opportunities to meaningfully engage in course preparation and delivery, including reflexive consideration of positionality in the context of the course. Fourth, instructors and doctoral students must engage in ongoing and collaborative learning, reflection, discovery, and accountability. We encourage public health programs to assess how antiracist and inclusive pedagogies fit into doctoral teaching training and implement further steps to better prepare future faculty to become antiracist educators.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141812991","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}

引用次数: 0

Navigating the Online Classroom: Developing Online Teaching Skills in Graduate Public Health & Health Professions Education 驾驭在线课堂：在公共卫生和卫生专业研究生教育中发展在线教学技能

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-06-08 DOI: 10.1177/23733799241258441

Analisa McMillan, Nicole Kolm-Valdivia, Kendra Schmid, Tanya Custer, Christine Arcari

{"title":"Navigating the Online Classroom: Developing Online Teaching Skills in Graduate Public Health & Health Professions Education","authors":"Analisa McMillan, Nicole Kolm-Valdivia, Kendra Schmid, Tanya Custer, Christine Arcari","doi":"10.1177/23733799241258441","DOIUrl":"https://doi.org/10.1177/23733799241258441","url":null,"abstract":"The absence of targeted online teaching development opportunities in graduate education may hamper faculty readiness to ensure engagement, learning, and student success in the online learning environment. Faculty are often hired for their subject matter expertise rather than their proficiency in teaching online. Student and faculty success in the online environment requires foundational teaching knowledge and an understanding of the differences between traditional and online teaching. A 4-week asynchronous course was designed to mirror a real-world online course aimed at educating educators. The course consisted of foundational learning theories and practices, curriculum and course design, engagement and presence, and course delivery methods. The course was offered 10 times over 3 years and completed by 258 public health and health profession faculty, teaching and postdoctoral staff, and doctoral students. End-of-course evaluations indicated that participants found it valuable to be in an online course in the student role and felt more prepared to teach online. The teaching online professional development course has highlighted the importance of new or continuing faculty development in asynchronous learning.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141368851","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}

引用次数: 0

Training Health Professional Students as Social Risk Advocates 将卫生专业学生培养成社会风险倡导者

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-06-04 DOI: 10.1177/23733799241258448

Jennifer D Taylor, Danielle Bruno

{"title":"Training Health Professional Students as Social Risk Advocates","authors":"Jennifer D Taylor, Danielle Bruno","doi":"10.1177/23733799241258448","DOIUrl":"https://doi.org/10.1177/23733799241258448","url":null,"abstract":"Recognizing the intersection of cultural competency and social determinants of health is a pivotal aspect of enhancing health outcomes. In this retrospective cohort study, we sought to assess the influence of a 2-year leadership program on participants’ knowledge and self-confidence in utilizing social risk-targeted care to advocate for individual health and well-being. From 2018 to 2022, 318 health profession students completed the comprehensive 2-year program, and completed the program evaluation, which gauged the program’s impact on their knowledge and confidence to utilize social risk advocacy for those they serve. The data analysis revealed a statistically significant positive change between the pre-test and post-test phases regarding students’ self-reported comprehension of how an individual’s culture or background can impact their overall health and healthcare choices. There was a notable improvement in self-efficacy related to catering to the unique needs of individuals in rural and underserved settings as well as an increased intent to practice in underserved communities. The findings underscore the affirmative influence of affording students the opportunity to engage in tailored didactic training and community-based learning designed to cultivate the self-confidence necessary to advocate for health equity within their communities.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141266419","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}

引用次数: 0

The National Health and Nutrition Examination Survey as a Tool to Teach Data Analysis to Public Health Students 将全国健康与营养状况调查作为向公共卫生专业学生教授数据分析的工具

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-06-01 DOI: 10.1177/23733799241234870

Virginia G. Briggs

引用次数: 0

Professional Identity Formation Strategies in Undergraduate Public Health Programs 公共卫生本科课程中的专业身份形成策略

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-05-21 DOI: 10.1177/23733799241254065

Rolena Stephenson, Carol Cox

{"title":"Professional Identity Formation Strategies in Undergraduate Public Health Programs","authors":"Rolena Stephenson, Carol Cox","doi":"10.1177/23733799241254065","DOIUrl":"https://doi.org/10.1177/23733799241254065","url":null,"abstract":"A strong professional identity (PI), seeing oneself as a member of a professional community of practice, is important for student academic and motivational outcomes during transition from college to the work setting. Many educational strategies have been successfully used in medical and other health professions education to support student PI formation. The purpose of this study was to determine the scope and sequence of pedagogical and extra-curricular strategies used by undergraduate public health programs to support student PI formation. An online survey was created and distributed to public health program chairs/directors from all CEPH-accredited undergraduate United States public health programs. Results generally confirmed that the PI formation strategies of curricular training, work-integrated learning, and role-modeling were being implemented in respondents’ accredited undergraduate programs. However, some areas for improvement in offerings and their sequencing were identified. It is recommended that all PI formation strategies be introduced early in the program and constantly emphasized and reinforced so students continually view themselves as part of a professional community of practice. Analysis of the types and timing of PI formation strategies can provide insight on focus areas for improvements that may impact public health student academic achievement, satisfaction, and retention in the program.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141117181","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}

引用次数: 0

Celebrating 10 Years of Pedagogy in Health Promotion: An Invitation to Advance the Field of Community Engagement and Service-Learning 庆祝健康促进教学法 10 周年：推进社区参与和服务学习领域的邀请函

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-05-15 DOI: 10.1177/23733799241247153

Amy S. Hedman-Robertson

引用次数: 0

Pedagogy in Health Promotion: The Scholarship of Teaching & Learning 2023 Paper of the Year Award 健康促进中的教学法：2023 年度教学学术论文奖

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-05-15 DOI: 10.1177/23733799241253331

引用次数: 0