Pedagogy in Health Promotion最新文献_第2页

Public Health Students and Instructors Weigh in on Generative Artificial Intelligence: Are They on The Same Page? 公共卫生专业学生和教师对生成式人工智能的看法：他们的观点一致吗？

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-05-03 DOI: 10.1177/23733799241246954

Olivia S. Anderson, Frederique A. Laubepin, Ella T. August

{"title":"Public Health Students and Instructors Weigh in on Generative Artificial Intelligence: Are They on The Same Page?","authors":"Olivia S. Anderson, Frederique A. Laubepin, Ella T. August","doi":"10.1177/23733799241246954","DOIUrl":"https://doi.org/10.1177/23733799241246954","url":null,"abstract":"Generative artificial intelligence (genAI) technology is used among students, yet it remains unclear how public health students and instructors perceive it to be effective in a learning environment. We described how and why public health students and instructors are using genAI technology along with their perceived benefits and limitations of using genAI, noting where perceptions overlap. We surveyed public health students and instructors at a higher education institution in the United States. Student survey questions covered which genAI technologies they used, which activities they used genAI for, and perceived benefits and limitations of using genAI. Questions for instructors covered which genAI technology they used, course activities genAI was integrated, and perceived benefits and limitations of using genAI. Student respondents ( n = 300) indicated using genAI technology for writing or clarifying concepts. Students and instructors ( n = 62) agreed genAI technology could save time on tedious tasks and will be part of our future workforce. They agreed that appropriate use in the classroom will better prepare future professionals. Alternatively, students and instructors indicated genAI may impede learning, produce inaccurate information, and pose opportunities for unethical behavior. While students and instructors agree on many aspects of genAI technology, instructors should be explicit about their expectations and rationale for use of genAI technology in classrooms.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141016454","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

Sounding the Alarm on Public Health Education: A Need for Equity-Focused Teaching 敲响公共卫生教育的警钟：需要注重公平的教学

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-03-28 DOI: 10.1177/23733799241239039

Astrid N. Zamora, Ella August, Olivia S. Anderson

引用次数: 0

Strategies for Preparing Future Public Health Leaders: Learning from Trailblazing Women in Health Education 培养未来公共卫生领导者的策略：向卫生教育领域的开拓性女性学习

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-03-15 DOI: 10.1177/23733799241235924

M. Elaine Auld, Deborah Fortune, Julia M. Alber, Angela D. Mickalide

{"title":"Strategies for Preparing Future Public Health Leaders: Learning from Trailblazing Women in Health Education","authors":"M. Elaine Auld, Deborah Fortune, Julia M. Alber, Angela D. Mickalide","doi":"10.1177/23733799241235924","DOIUrl":"https://doi.org/10.1177/23733799241235924","url":null,"abstract":"Many female health education pioneers made seminal contributions to public health and social justice, yet these examples are not well documented in textbooks or integrated into public health curricula as pedagogical learning opportunities. Providing biographies and lessons learned from the past leaders within undergraduate health education curricula can help develop students’ skills as future leaders and address gender inequities in the field. Gender inequities in higher education as well as many public health practice settings result in lower salaries, slower career advancement opportunities, fewer supervisory positions, increased work-life conflicts, and heavier workloads. Developing women’s competencies in leadership and professionalism early in their careers is critical to meeting public health challenges such as COVID-19. We present four female health education trailblazers from different historical eras and various workforce sectors who exemplify leadership attributes (i.e., courage/risk taking, vision, advocacy, mentorship) and can be highlighted as a part of future health education curriculum. Innovative methods and approaches are provided for integrating these leadership lessons into undergraduate public health courses, in alignment with the HESPA II 2020 competencies. Learning from the past to inform the future is critical to inspiring and shaping the careers of emerging health educators.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140240838","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

Examining the Impact of Project-Based Learning on Students’ Self-Reported and Actual Learning Outcomes 考察基于项目的学习对学生自述和实际学习成果的影响

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-03-13 DOI: 10.1177/23733799241234065

Lindsay K. Crawford, Kimberly Arellano Carmona, Rewanshi Kumar

{"title":"Examining the Impact of Project-Based Learning on Students’ Self-Reported and Actual Learning Outcomes","authors":"Lindsay K. Crawford, Kimberly Arellano Carmona, Rewanshi Kumar","doi":"10.1177/23733799241234065","DOIUrl":"https://doi.org/10.1177/23733799241234065","url":null,"abstract":"Active, collaborative, and project-based learning strategies have become increasingly popular in college classrooms due to their effectiveness in cultivating student-centered learning. Compared to conventional teaching methods, active and project-based learning engages students in the learning process by fostering collaborative approaches to addressing real-world problems. To better prepare students for future careers in health promotion, we evaluated the effectiveness of a collaborative project-based health promotion assignment on self-perceived and actual learning among a sample of underrepresented students ( N = 33). In order to assess learning, students completed both a self-reported and actual learning assessment designed to assess competency of the core learning outcomes of the health promotion course. Results demonstrated approximately similar increases in self-reported and actual learning over the semester. Although the results were unexpectedly parallel, students consistently underestimated their knowledge on both the pre- and post-learning assessments. In all, survey results demonstrated the group-based project served as a valuable tool for undergraduate learning, with the majority of students evaluating the project positively across all measures.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140247996","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

Brave New Words: A Framework and Process for Developing Technology-Use Guidelines for Student Writing 勇敢的新文字：为学生写作制定技术使用指南的框架和流程

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-03-04 DOI: 10.1177/23733799241235119

Ella August, Olivia S. Anderson, Frederique A. Laubepin

{"title":"Brave New Words: A Framework and Process for Developing Technology-Use Guidelines for Student Writing","authors":"Ella August, Olivia S. Anderson, Frederique A. Laubepin","doi":"10.1177/23733799241235119","DOIUrl":"https://doi.org/10.1177/23733799241235119","url":null,"abstract":"Health sciences instructors hold a wide range of opinions about generative artificial intelligence (GenAI) such as ChatGPT, Bing, and Bard; however, many are uncertain about guiding students on how to use technology for assigned writing. Our survey of 62 public health instructors at a single institution highlighted their perceived benefits, limitations, and concerns about student use of GenAI for assigned writing. Perceived benefits included the completion of tasks unrelated to relevant learning such as spellchecking and reference formatting, as well as for certain writing activities such as brainstorming. Several identified the preparation for future workplace activities as a meaningful benefit. Important limitations and concerns included the worry that GenAI would inhibit learning, as well as ethical and equity-related concerns. Nearly half of instructors expressed concerns about whether using GenAI tools constitutes plagiarism or violates academic integrity. Nearly half of instructors also indicated concern about being able to detect whether a student completed an assignment with GenAI tools. Developing thoughtful guidance on technology use for assigned writing is important as it sets standards for academic integrity and supports learning. We used the survey data and applied backward design principles to develop the Brave New Words framework and three-step process described in this paper. This framework is intended to help instructors think through and ultimately develop guidelines for students on whether and how they should use technology for assigned writing. An example assignment and activity are used to demonstrate the framework.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140265703","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

Leveraging Generative AI to Elevate Curriculum Design and Pedagogy in Public Health and Health Promotion 利用生成式人工智能提升公共卫生和健康促进领域的课程设计和教学法

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-02-22 DOI: 10.1177/23733799241232641

Eric J. Conrad, Kelly C. Hall

引用次数: 0

Recognizing Stereotypes and Their Impact on Health: A Transformative Learning Activity for Undergraduate Health Science Students 认识陈规定型观念及其对健康的影响：针对健康科学本科生的变革性学习活动

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-02-21 DOI: 10.1177/23733799241234069

W. Hall

{"title":"Recognizing Stereotypes and Their Impact on Health: A Transformative Learning Activity for Undergraduate Health Science Students","authors":"W. Hall","doi":"10.1177/23733799241234069","DOIUrl":"https://doi.org/10.1177/23733799241234069","url":null,"abstract":"Stereotypes are simplified generalizations that act as mental shortcuts which help us understand the world. However, these oversimplifications fail to capture the diversity within groups and communities. This is particularly adverse in healthcare settings as stereotypes are cognitive frameworks from which implicit biases emerge—affecting how individuals and groups are perceived, evaluated, and treated. Specifically, stereotypes linked to race, ethnicity, gender, and sexuality exert profound and detrimental influence on healthcare access, quality, and decision-making for marginalized populations. Thus, recognizing and understanding stereotypes are crucial for combatting health disparities prevalent in our society. Accordingly, it is essential that students receive instruction and training that allows them to understand the impact of stereotypes, acknowledge implicit biases, and advocate for equitable and unbiased healthcare for all. Health science instructors can facilitate this growth through the implementation of transformative education and learning. Transformative education is an approach to learning that aims to create profound personal and societal changes by fostering critical thinking, self-awareness, and social responsibility. The transformative learning activity presented in this manuscript seeks to enhance students’ understanding of stereotypes’ role in perpetuating health disparities and their impact on marginalized communities. By fostering critical reflection, open dialog, and collaborative problem-solving, the activity equips students to comprehend the multifaceted dimensions of stereotypes in healthcare and prepares them to address the challenges of an increasingly diverse and socially complex world. Through transformative education, students are nurtured to become competent healthcare professionals who champion equitable and unbiased care and bridge understanding and empathy across communities.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140442250","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

Student Reflections on Enhancing Cultural Awareness in Health Education Specialists: Insights From a Collaborative Online International Learning (COIL) Experience 学生对提高健康教育专家文化意识的思考：在线国际合作学习（COIL）体验的启示

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-02-12 DOI: 10.1177/23733799241230499

Jessica Maureen Harris, M. Seo

{"title":"Student Reflections on Enhancing Cultural Awareness in Health Education Specialists: Insights From a Collaborative Online International Learning (COIL) Experience","authors":"Jessica Maureen Harris, M. Seo","doi":"10.1177/23733799241230499","DOIUrl":"https://doi.org/10.1177/23733799241230499","url":null,"abstract":"Immersive global learning experiences like Collaborative Online International Learning (COIL) offer students cross-cultural knowledge, awareness, and language fluency, fostering critical analysis, and problem-solving. This paper focuses on U.S. and Dutch students’ perceptions of personal growth as future health education specialists regarding cultural sensitivity and competence within a COIL course. The study explores valuable skills for professionals engaging with diverse populations, contributing to the literature on faculty-led internationalization initiatives. Both the COIL research model and the cultural intelligence (CQ) framework guided the design and implementation of the COIL course. A thematic analysis of self-reflection narratives from N = 49 undergraduate students from the U.S. and the Netherlands revealed categories and themes related to cultural perspectives in health promotion, cultural sensitivity and competence, and essential skills for health education specialists. The findings demonstrate the impact of COIL on students’ cultural perspectives and knowledge, their awareness of cultural norms, and the importance of diverse strategies and approaches in health promotion. The study highlights the value of COIL courses in developing cultural understanding within educational settings and provides insights for educators and students interested in engaging with diverse populations.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139782884","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

Student Reflections on Enhancing Cultural Awareness in Health Education Specialists: Insights From a Collaborative Online International Learning (COIL) Experience 学生对提高健康教育专家文化意识的思考：在线国际合作学习（COIL）体验的启示

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-02-12 DOI: 10.1177/23733799241230499

Jessica Maureen Harris, M. Seo

{"title":"Student Reflections on Enhancing Cultural Awareness in Health Education Specialists: Insights From a Collaborative Online International Learning (COIL) Experience","authors":"Jessica Maureen Harris, M. Seo","doi":"10.1177/23733799241230499","DOIUrl":"https://doi.org/10.1177/23733799241230499","url":null,"abstract":"Immersive global learning experiences like Collaborative Online International Learning (COIL) offer students cross-cultural knowledge, awareness, and language fluency, fostering critical analysis, and problem-solving. This paper focuses on U.S. and Dutch students’ perceptions of personal growth as future health education specialists regarding cultural sensitivity and competence within a COIL course. The study explores valuable skills for professionals engaging with diverse populations, contributing to the literature on faculty-led internationalization initiatives. Both the COIL research model and the cultural intelligence (CQ) framework guided the design and implementation of the COIL course. A thematic analysis of self-reflection narratives from N = 49 undergraduate students from the U.S. and the Netherlands revealed categories and themes related to cultural perspectives in health promotion, cultural sensitivity and competence, and essential skills for health education specialists. The findings demonstrate the impact of COIL on students’ cultural perspectives and knowledge, their awareness of cultural norms, and the importance of diverse strategies and approaches in health promotion. The study highlights the value of COIL courses in developing cultural understanding within educational settings and provides insights for educators and students interested in engaging with diverse populations.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139842950","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

Preparing Public Health Educators to Work in a World of Mis and Dis Information 培养公共卫生教育工作者在信息错综复杂的世界中工作

IF 1.5

Pedagogy in Health Promotion Pub Date : 2024-02-08 DOI: 10.1177/23733799231225435

Lahoma Smith Romocki, J. Early, Alyssa Robillard, R. Rooks

引用次数: 0