Pedagogy in Health Promotion最新文献

Requirements for Teaching Experience and Pedagogical Training Among Public Health PhD Programs 公共卫生博士课程对教学经验和教学培训的要求

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-01-06 DOI: 10.1177/23733799231222922

Christopher M. Seitz, M. Orsini

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Building Community in Response to COVID-19: Improving Student Interaction and Engagement in an Online Program 针对 COVID-19 建立社区：提高在线课程中的学生互动和参与度

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-01-01 DOI: 10.1177/23733799231221489

Connie Currier, John Clements, Robey B. Shah, Alec Bennett

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The ACT in Health Activism: Teaching Street Theater to College Students 健康激进主义中的 ACT：向大学生教授街头戏剧

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-01-01 DOI: 10.1177/23733799231222466

Anna Mullany

{"title":"The ACT in Health Activism: Teaching Street Theater to College Students","authors":"Anna Mullany","doi":"10.1177/23733799231222466","DOIUrl":"https://doi.org/10.1177/23733799231222466","url":null,"abstract":"Street theater is historically a form of political performance art used to foster social change and is characterized by unscheduled performances in public spaces, interactive audience participation, and short performances often repeated in the same spot for passersby. Long used as a creative tool within social movements, street skits not only entertain but are used to educate and build awareness on pressing issues. It is an art form for the people, by the people, making theater available for all (“on the streets”) rather than solely for those who can afford it. Street theater also has its uses in public health education and organizing and has been used globally as an effective method of health promotion, especially in rural and low-literacy areas. This paper looks at a street theater project that university students at Clark University in Worcester, MA participated in as part of a “Health Rights: Advocacy and Action” course. Students were tasked with developing a street theater skit that educates on a public health issue and publicly perform the skit on campus. Three skits were produced: (1) “Deadly Derailment”: raised awareness on industry deregulation and the 2023 toxic chemical spill in East Palestine, OH; (2) “Harm Reduction Saves Lives”: addressed humane and non-victim blaming ways to address substance use; and (3) “End the STIgma”: educated on sexual health on a college campus. Teaching street theater as part of public health pedagogy is a creative approach to inspire students to use their voices and link health promotion and activism.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"46 18","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139126840","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}

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A Biblioguidance Approach to Fostering Students’ Self-Efficacy to Advocate for Health 培养学生倡导健康自我效能的书目指导方法

IF 1.5

Pedagogy in Health Promotion Pub Date : 2023-12-03 DOI: 10.1177/23733799231214970

Jennifer R. Banas, S. Gershon

{"title":"A Biblioguidance Approach to Fostering Students’ Self-Efficacy to Advocate for Health","authors":"Jennifer R. Banas, S. Gershon","doi":"10.1177/23733799231214970","DOIUrl":"https://doi.org/10.1177/23733799231214970","url":null,"abstract":"Teaching the components of health advocacy is straightforward, but fostering young people’s self-efficacy to be health advocates for themselves, others, and their community is more complex. This complexity sometimes renders advocating for health, the basis of National Health Education Standard (NHES) #8, challenging to teach. We utilized a pedagogical approach called biblioguidance to teach this skill to 10th-grade students. The premise of biblioguidance, also called bibliotherapy, is that information, guidance, and even solace can be found through reading and vicariously living story events. To implement this approach, we consulted the literature and created a six-step framework to guide the design, development, and evaluation of a health advocacy curriculum, including young adult novels, guided reading prompts, electronic journals, and small group discussions. Our pre/post-assessment, rooted in NHES #8, evaluated the impact on students’ ( N = 168) self-efficacy to health advocate for themselves, others, and the community. Results revealed a significant change ( p < .001), particularly in advocating for community health. Further, the teachers found that the curriculum facilitated the discussion of health-related topics in subsequent units. We will continue using the curriculum but expand it to include opportunities for authentic application and qualitative data evaluation techniques.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"45 23","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138605466","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

Teaching Community Engagement Through an Anti-Racism Lens: Lessons Learned From a Pilot Micro Course in Public Health and Health Care 通过反种族主义视角开展社区参与教学：从公共卫生和医疗保健试点微型课程中汲取的经验教训

IF 1.5

Pedagogy in Health Promotion Pub Date : 2023-11-28 DOI: 10.1177/23733799231211536

Vicky Gomez, Amia Nash, Brittany Chambers, Meredith Minkler

{"title":"Teaching Community Engagement Through an Anti-Racism Lens: Lessons Learned From a Pilot Micro Course in Public Health and Health Care","authors":"Vicky Gomez, Amia Nash, Brittany Chambers, Meredith Minkler","doi":"10.1177/23733799231211536","DOIUrl":"https://doi.org/10.1177/23733799231211536","url":null,"abstract":"Growing appreciation of the necessity of, and evidence-based strategies for, working collaboratively with communities in health promotion and related fields have been well documented. Yet community engagement, the umbrella term for many of these efforts, is rarely taught as a standalone course, nor is a critical component of community engagement –antiracism practice—typically included. Following a review of the literature, we discuss the contexts, pedagogical grounding and strategies, learning objectives and piloting of a “micro course” on community engagement using an antiracism lens at UC Berkeley’s School of Public Health. Designed for graduate students interested in community-based participatory research and practice but unable to take a full academic course in this area, the 30 hour pilot course drew a diverse mix of 16 students. Focused attention on racism, systematic racism, and antiracism practice was provided through lectures, in-class exercises, homework reflections, and the course final. Case-based examples of the critical role of antiracism practice in community engagement, particularly in and with BIPOC communities, were shared, and a range of strategies explored for building and maintaining cross-cultural partnerships and transforming our own institutions to better reflect antiracism practice. Challenges faced are highlighted, and lessons learned shared, including the imperative of creating, in both course planning and teaching, sharing our positionality and creating safe spaces for discussing any tensions that may arise.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"24 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139221837","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

Research Globally, Learn Globally: An Innovative Course-based Research Project through Collaborative Online International Learning (COIL) Among Nutrition Students From American and Mexican Universities 全球研究，全球学习：美国和墨西哥大学营养学专业学生通过在线国际合作学习（COIL）开展的创新课程研究项目

IF 1.5

Pedagogy in Health Promotion Pub Date : 2023-11-27 DOI: 10.1177/23733799231214960

Keiko Goto, Yareni Gutierrez-Gomez

{"title":"Research Globally, Learn Globally: An Innovative Course-based Research Project through Collaborative Online International Learning (COIL) Among Nutrition Students From American and Mexican Universities","authors":"Keiko Goto, Yareni Gutierrez-Gomez","doi":"10.1177/23733799231214960","DOIUrl":"https://doi.org/10.1177/23733799231214960","url":null,"abstract":"The current article describes a 12-week course-based research project through Collaborative Online International Learning (COIL) among nutrition students from American and Mexican universities. Students were divided into small research teams, developed questionnaires, and conducted online surveys with college students in their home institutions. After a data collection period, each research team analyzed data and compared results between American and Mexican participants. Based on their study results, each research team developed a proposed 6-month nutrition intervention project for college students. Post-COIL project survey results demonstrate that students rated high in the areas of overall COIL experience, the duration and time of interaction in the COIL project, technologies, interaction with peers and professors, global and cultural competency, and overall satisfaction of the project. This research also highlights the importance of a course-based research project in student critical thinking skills and science literacy. Future research is needed to effectively evaluate the synergistic effects of COIL and a course-based research project on student learning across the globe.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"16 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139232783","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

Improving Knowledge, Confidence, and Skills Related to Engaging in Nutrition Policy-Related Activities Through Authentic Assignments and Class Activities 通过真实作业和课堂活动，提高参与营养政策相关活动的知识、信心和技能

IF 1.5

Pedagogy in Health Promotion Pub Date : 2023-11-26 DOI: 10.1177/23733799231214995

J. Soldavini, Caitlin M. Lowery, Kyle R. Busse, S. Ng, Alice Ammerman

{"title":"Improving Knowledge, Confidence, and Skills Related to Engaging in Nutrition Policy-Related Activities Through Authentic Assignments and Class Activities","authors":"J. Soldavini, Caitlin M. Lowery, Kyle R. Busse, S. Ng, Alice Ammerman","doi":"10.1177/23733799231214995","DOIUrl":"https://doi.org/10.1177/23733799231214995","url":null,"abstract":"Authentic assignments are defined as assessments that allow students to complete activities similar to those in which individuals in the field are engaged. They assess student achievement while helping students understand standards and challenges of the field. In this article, we describe the use of authentic assignments and class activities in a graduate-level nutrition policy course at a public university in North Carolina and evaluate outcomes related to students’ knowledge, comfort, and confidence in engaging in nutrition policy-related activities. The course included a variety of authentic assignments and activities, including a group policy brief project, letter to a legislator, case studies, and an elevator pitch on a nutrition policy issue. During the fall of 2020, students enrolled in two sections of the course ( N = 72) were invited to complete a pre- and post-survey. Thirty-five students (49%) completed both surveys and were included in the analyses. There were significant increases in students’ comfort and confidence for engaging in nutrition policy-related activities. Students also appeared to have gained a better understanding of how they and/or their future profession are impacted by nutrition policy and how they and/or their future profession can play a role in nutrition policy. Authentic assignments may be helpful for preparing students to participate in the nutrition policy process.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"38 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139235319","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}

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Pedagogy for Transformative Teaching and Learning 改革性教学法

IF 1.5

Pedagogy in Health Promotion Pub Date : 2023-11-19 DOI: 10.1177/23733799231208392

C. Merzel

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Students Engaging in Public Health Research: An Opportunity to Enhance Education 学生参与公共卫生研究：加强教育的机会

IF 1.5

Pedagogy in Health Promotion Pub Date : 2023-11-15 DOI: 10.1177/23733799231213053

M. Hughes, Sadia Afrin

{"title":"Students Engaging in Public Health Research: An Opportunity to Enhance Education","authors":"M. Hughes, Sadia Afrin","doi":"10.1177/23733799231213053","DOIUrl":"https://doi.org/10.1177/23733799231213053","url":null,"abstract":"Society is on the heels of one of the largest public health crisis the world has experienced in over a century, the COVID-19 pandemic. Developing the next generation of adept public health researchers is paramount to protecting the world against future health threats and addressing legacy public health challenges. This article explores the transformative influence of research experience on education, presenting three major points: (1) students engaging in public health research is timely, (2) students can develop a variety of critical thinking skills and data-driven decision-making capabilities that prepare them for future careers, and (3) faculty and universities benefit from the collaboration and community that student research fosters. Since the COVID-19 pandemic, more students have been interested in a career in public health, with many students also eager to help address health disparities, a reality highlighted during the pandemic. This article puts forth the value of student engagement in public health research from the student and faculty member’s perspectives. The student lens includes the connection between research and developing greater public health interest, a sense of ethical responsibility, and an attitude of open-mindedness. The faculty lens considers the value of skill-building for students and the benefits of increased academic community-building, greater research productivity, and mutual learning potential for both students and faculty. The article includes specific recommendations for faculty to incorporate research into their student training. It concludes by advocating for institutional and community support to encourage student engagement in research and prepare the next generation of public health professionals and researchers.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"5 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139270977","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}

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Erratum to “Rethinking Penalties for Late Work: The Case for Flexibility, Equity, and Support” 重新思考对迟到作业的处罚：灵活、公平和支持的理由

IF 1.5

Pedagogy in Health Promotion Pub Date : 2023-10-13 DOI: 10.1177/23733799231208459

引用次数: 0