Pedagogy in Health Promotion最新文献_第5页

Facilitation of Competency-Based Learning With a Practicum Administration Software: The User Experience 使用实践管理软件促进基于能力的学习：用户体验

IF 1.5

Pedagogy in Health Promotion Pub Date : 2023-08-07 DOI: 10.1177/23733799231191106

Chikaodili Arinze, C. Lokker, M. Slifierz, E. Apatu

{"title":"Facilitation of Competency-Based Learning With a Practicum Administration Software: The User Experience","authors":"Chikaodili Arinze, C. Lokker, M. Slifierz, E. Apatu","doi":"10.1177/23733799231191106","DOIUrl":"https://doi.org/10.1177/23733799231191106","url":null,"abstract":"Technology is essential in the facilitation of many operations in higher educational institutions. The use of web-based platforms to deliver academic content, including practice-based training, has gained popularity. However, their use in practicum process administration is not well studied. In the 2020/2021 academic year, a graduate program in the Faculty of Health Science within a public university in Ontario incorporated the InPlace platform to streamline the administration of the practicum process, including goal setting. This study aimed to understand the user experience of the platform in facilitating competency-based learning. Twelve students participated in two focus group sessions that lasted approximately 1.5 hr each. Two staff members participated in one-on-one semi-structured interviews. The System Usability Scale (SUS) was used as a measure of the platform’s usability. Other outcomes included staff and students’ user experience. Overall, the students and staff believe the platform is good for facilitating competency-based learning. The SUS score was 61.8 (95% confidence interval, [56.7, 66.9]). Eight students (66.7%) indicated that the platform was useful in helping them navigate their learning goals. Staff expressed appreciation of the program with respect to communication, practicum process, and overall program administration. Some suggestions for improving the platform were made. The practicum placement platform has shown some initial benefits in communication and practicum process administration. In a future configuration of similar platforms, the implementation of the suggestions provided in this study may be necessary to improve usability and enhance the facilitation of competence-based learning.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49052982","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

Health Literacy in Higher Education: A Systematic Scoping Review of Educational Approaches 高等教育中的健康素养:教育方法的系统范围审查

IF 1.5

Pedagogy in Health Promotion Pub Date : 2023-08-06 DOI: 10.1177/23733799231191107

Yngve Røe, A. Torbjørnsen, B. Stanghelle, S. Helseth, K. Riiser

{"title":"Health Literacy in Higher Education: A Systematic Scoping Review of Educational Approaches","authors":"Yngve Røe, A. Torbjørnsen, B. Stanghelle, S. Helseth, K. Riiser","doi":"10.1177/23733799231191107","DOIUrl":"https://doi.org/10.1177/23733799231191107","url":null,"abstract":"Over the past decade, health literacy has received increased attention as a tool for promoting health, well-being, and sustainable development. So far, educational approaches to health literacy have mainly been implemented in health sciences education and linked to the needs of health professionals in communication with patients. The main objective of this systematic scoping review was to investigate health literacy educational approaches in higher education study programs, including the covered content and the learning activities employed. Altogether, 26 studies on health literacy training in higher education study programs were included. The most frequent study programs represented were medicine and pharmacy. A wide range of health literacy content was extracted from the studies; by far the most frequently studied skill was patient communication, which was identified in 20 studies, followed by identification of patients with low literacy in 12 studies and conceptual knowledge of health literacy in 11 studies. All studies except one reported the use of student active learning as part of the educational approach, and 17 studies reported the use of educational technology. The scientific literature indicates that current health literacy educational approaches mainly focus on the individual components of health literacy and fail to address environmental components and health literacy in vulnerable population groups. Despite the rather extensive use of active learning in educational approaches, pedagogical foundations were scarcely reported. In addition, the use of educational technology was rarely pedagogically integrated.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48676532","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

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 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

IF 1.5

Pedagogy in Health Promotion Pub Date : 2023-07-25 DOI: 10.1177/23733799231186637

Robin E. McGee, E. Walker, Colleen M. McBride, E. Nehl, Whitney S. Rice, Nicolette E. Wise, Carla Jones-Harrell, D. Lang

{"title":"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","authors":"Robin E. McGee, E. Walker, Colleen M. McBride, E. Nehl, Whitney S. Rice, Nicolette E. Wise, Carla Jones-Harrell, D. Lang","doi":"10.1177/23733799231186637","DOIUrl":"https://doi.org/10.1177/23733799231186637","url":null,"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.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65682297","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: 1

Rejecting a Narrative of Individual Deficit: A Model for Developing Antiracist Curriculum in the Health Sciences 拒绝个体缺陷叙事：健康科学反种族主义课程开发的模式

IF 1.5

Pedagogy in Health Promotion Pub Date : 2023-06-15 DOI: 10.1177/23733799231180614

Alexandra Samarron Longorio, S. Shuman, Catherine Lockmiller, Candace Robertson-James

引用次数: 0

Training Program Design: A Public Health Education Internship Supervisor Training E-Module 培训课程设计：公共卫生教育实习导师培训电子模块

IF 1.5

Pedagogy in Health Promotion Pub Date : 2023-06-15 DOI: 10.1177/23733799231179236

Carol Cox, D. Rhodes

引用次数: 0

Why I Climb Mountains With Students: Using Metaphor as a Teaching Tool 我为什么和学生一起爬山:用隐喻作为教学工具

IF 1.5

Pedagogy in Health Promotion Pub Date : 2023-06-13 DOI: 10.1177/23733799231179234

Anji Buckner-Capone

引用次数: 1

When it “Feels Like We’re in This Together”: Toward a Trauma-Informed Public Health Pedagogy Drawing on Lived Experiences 当它“感觉我们在一起”:基于生活经验的创伤知情公共卫生教育学

IF 1.5

Pedagogy in Health Promotion Pub Date : 2023-06-13 DOI: 10.1177/23733799231177045

E. Tsui, S. Cooper, Ayah Elsayed, Stella Billings, Sindy Stewart, Daviann Andrews

{"title":"When it “Feels Like We’re in This Together”: Toward a Trauma-Informed Public Health Pedagogy Drawing on Lived Experiences","authors":"E. Tsui, S. Cooper, Ayah Elsayed, Stella Billings, Sindy Stewart, Daviann Andrews","doi":"10.1177/23733799231177045","DOIUrl":"https://doi.org/10.1177/23733799231177045","url":null,"abstract":"Since 2020, graduate public health students have been living through the intersecting pandemics of COVID-19 and structural racism while simultaneously experiencing classroom lessons on these topics. In this paper, we analyze 14 oral history interviews exploring these experiences, and identify needed shifts in public health pedagogy that these interviews illuminate. Interviews were produced through a participatory oral history project called Public Health Education Now, which was led by a team of faculty and MPH students based at the City University of New York Graduate School of Public Health and Health Policy. We analyzed the interviews using reflexive thematic analysis. In these interviews, students described lived experiences of trauma, isolation, and tensions in public health (Theme 1), as well as a desire for public health education anchored in their lived experiences that activates hope (Theme 2), and public health education that nourishes and sustains them (Theme 3). Our analysis advances a view of public health students of this era as survivor-learners whose lived experiences can be a rich resource for informing the future of public health education, provided appropriate supports are in place. We discuss the ways that trauma-informed teaching and learning responds to these findings. Finally, we suggest action steps toward incorporating trauma-informed public health pedagogy drawing on lived experiences into public health classrooms, programs, and schools.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65682152","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: 2

Service Learning in Public Health: A Critical Assessment of Potential Benefits and Unintended Consequences 公共卫生中的服务学习:对潜在利益和意外后果的关键评估

IF 1.5

Pedagogy in Health Promotion Pub Date : 2023-06-13 DOI: 10.1177/23733799231177043

A. Ratnayake, Alyssa M. Lederer

引用次数: 0

Using Autoethnographic Writing to Teach Critical Thinking in Health Behavior Theory Courses 运用自我民族志写作在健康行为理论课程中教授批判性思维

IF 1.5

Pedagogy in Health Promotion Pub Date : 2023-06-03 DOI: 10.1177/23733799231174247

Brynn Adamson, K. DiFilippo, Elizabeth Frasca, C. Clarke

{"title":"Using Autoethnographic Writing to Teach Critical Thinking in Health Behavior Theory Courses","authors":"Brynn Adamson, K. DiFilippo, Elizabeth Frasca, C. Clarke","doi":"10.1177/23733799231174247","DOIUrl":"https://doi.org/10.1177/23733799231174247","url":null,"abstract":"Critical thinking is an important skill in all academic disciplines, but it can be difficult to develop assessments that adequately evaluate how critical thinking has changed over the period of a semester. In the context of health promotion, it is essential to prepare learners to appraise health information and misinformation, identify health disparities and work to address them, engage in health promotion practices that are culturally sensitive, theoretically driven, evidence-based, and acknowledge the role of social determinants of health and health behaviors. Health Behavior Theory is a fundamental subject taught in health promotion programs. While a large part of this subject matter involves the learning of health behavior theory, it presents an opportunity where critical thinking can be fostered through embodied pedagogy. Since students have had years of exposure to health information, as well as personal and observed experiences with health behavior, students come with many preconceived notions about the subject matter. In this article, we describe the use of a scaffolded experience of embodied behavior change and self-reflection, culminating in the creation of an autoethnography as a pedagogical experience which can support critical thinking in learners. We describe the development, implementation, and evaluation of the autoethnography assignment. As an embodied pedagogy, the autoethnography experience provides students with valuable insight into the difficulties of behavior change on an individual level while connecting individual experiences with social discourses that influence diverse meanings related to health behavior.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47587864","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: 1

Generating Employable, Intelligent Graduates in a World With Generative AI: Thoughts for Educators 在一个拥有世代人工智能的世界里培养有就业能力的智能毕业生：教育工作者的思考

IF 1.5

Pedagogy in Health Promotion Pub Date : 2023-06-01 DOI: 10.1177/23733799231175171

Devin C. Bowles, J. Kruger

引用次数: 0