Pedagogy in Health Promotion最新文献

{"title":"Developing Equity-Focused Education in Academic Public Health: A Multiple-Step Model","authors":"J. Perez, W. Leonard, V. Bishop, L. Neubauer","doi":"10.1177/23733799211045986","DOIUrl":"https://doi.org/10.1177/23733799211045986","url":null,"abstract":"Education and training support public health practitioners in identifying and addressing challenges related to equitable health concerns. This article details a four-step Curricular Responsive Review Model (CRRM) generated by educators in a Council on Education for Public Health–accredited public health program to systematically understand and gather feedback on how to develop a responsive curriculum for their students. A review of all course syllabi was conducted by two faculty members and a doctoral student to identify curricular gaps and overlap. These findings, critical team dialogues, and a review of the literature informed the development of a survey to identify the health equity concepts and skills needed by MPH students. Community partners (n = 4) responded to health equity education questions to detail the essential concepts and skills needed to teach students. Health equity educators (HEEs; n = 4) were then consulted on how to address knowledge gaps through pedagogy and educational resources. Community partners provided a list of areas that students should be educated in to enrich their health equity understandings. Recommendations were generated for integrating those concepts/skills into course teaching plans. The four-step CRRM in health equity education provides an opportunity for public health programs to engage in systematic mapping and critically reflective review processes to address curricular gaps and overlap. Mechanisms to receive real-world knowledge on health equity from a variety of stakeholders are essential to ensure real-word practical learning. The CRRM identifies systematic, responsive curricular mapping and review in public health as essential for meaningful, real-world equity education in disciplines beyond public health and health promotion.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"366 - 371"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48724831","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}

{"title":"An Evaluation of a Pipeline Program to Support Diversity in the Public Health Workforce: CDC Undergraduate Public Health Scholars (CUPS) Program","authors":"K. H. Young, L. Liburd, Ana Penman-Aguilar","doi":"10.1177/23733799211047522","DOIUrl":"https://doi.org/10.1177/23733799211047522","url":null,"abstract":"Established by the Centers for Disease Control and Prevention (CDC), the goal of the CDC Undergraduate Public Health Scholars (CUPS) program is to expose students underrepresented in public health and medicine to careers in public health; ultimately, increasing the membership of these groups in these fields including biomedical sciences. CDC implemented a retrospective outcome evaluation of 1,047 students who participated in the program from 2012 to 2017. Seventy-four percent (775) of students responded to the survey that captures their academic attainment and employment status, as well as their perception of the program’s and mentors’ influence on their career path. As of 2020, 639 (83.4%) of 775 participants have enrolled in an advanced degree program, with over 80% of 639 participants pursuing degrees in biomedical sciences, public health, or health care (BSPHHC)–related fields. Two thirds (374/566) of participants who reported they had ever been employed in a career position are working/have worked in BSPHHC-related fields. Overall, 77.4% (600) of 775 participants reported either the program or the mentors, or both were extremely or very influential to their career path. Students claimed the CUPS program had “opened their eyes,” inspired their interest, cultivated their passion for the field of public health, and fueled their drive to find solutions to and in social determinants of health and contribute to health equity. The opportunity to gain work and research experience through internship placements in CUPS has “opened doors” to first jobs and advanced education and training opportunities for many students.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"23S - 35S"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49276477","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}

{"title":"Antiracism and the Pursuit of Social Justice","authors":"K. Bentley, Deborah A Fortune, R. Rooks, Gayle Walter","doi":"10.1177/23733799211054402","DOIUrl":"https://doi.org/10.1177/23733799211054402","url":null,"abstract":"In the field of public health, it is well recognized that addressing the social conditions and structures that influence health (the social determinants of health) is a primary approach to achieving health equity (Centers for Disease Control and Prevention, 2021; Ford & Airhihenbuwa, 2018). We have long discussed racism and discrimination as key determinants of health. For example, prior actions of police officers who killed unarmed Black men and women sparked widespread national and international action and solidarity for social justice related to racism. In addition, COVID-19 has starkly demonstrated how individuals subjected to systemic racism are at disproportionate risk based on structured inequalities at the intersections of race, ethnicity, and social class (Centers for Disease Control and Prevention, 2021). As public health professionals, including SOPHE (Society for Public Health Education), we have reaffirmed the importance of ensuring our students have curricular offerings on race and understanding racism as determinants of health. As a catalyst for expanding pedagogical practice, Pedagogy in Health Promotion is honored to present this collection of articles that address pedagogical concepts and practices explicitly focusing on antiracism and its impact on health and the pursuit of social justice. Racial injustice pervades our global society, and the work of dismantling it extends across disciplines. We are proud to share submissions offering numerous perspectives in the field of public health beginning with student perspectives. We appreciate that some of our authors in this special issue are public health students, showcasing them as co-collaborators in their learning and problem solving on the topics of racism, antiracism, and social justice (Djulus et al., 2021; McSorley et al., 2021). These students are agents of change modeling the way for public health faculty, practitioners, and other students to address racism as a public health problem. In response to their examples, we encourage undergraduate and graduate public health students to democratize their classroom learning experiences and work to end racism in public health education. The following articles describe pedagogical practices to incorporate concepts related to race, racism, social justice, and oppression within the classroom. The article by Mincey (2021) explains innovative ways to discuss implicit bias with undergraduate public health students. Implicit bias may be uncomfortable to talk about in a large classroom setting, but the techniques described will enable students to examine their own beliefs in an interactive discourse. The techniques will also provide the opportunity to explore factors in society that lead to inequities in health care services delivery (Mincey, 2021). Lightfoot and colleagues (2021) then look at Public Health Critical Race Praxis (PHCRP), in combination with an arts-based approach, to explore racial identity among public health trainees. This","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"296 - 298"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45037059","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}

{"title":"Partnerships, Pipelines, Persistence: A Formula for Excellence and Preparedness","authors":"M. Nivet, Juanyce Taylor","doi":"10.1177/23733799211054126","DOIUrl":"https://doi.org/10.1177/23733799211054126","url":null,"abstract":"Since the early 1970s, the primary approach to diversifying the U.S. health care and biomedical workforce has been a heavy reliance on federal funding and dependable institutional models designed to prepare and develop historically underrepresented students and those from economically and/or educationally disadvantaged backgrounds for competitive graduate, medical and health professional schools (e.g., CDC Undergraduate Public Health Scholars Program). Summer enrichment programs, standardize testing preparation, research training, mentoring opportunities, precepting or shadowing experiences, and workshops are common on campuses, and their guidance are proven routes through which many students, benefitting from these opportunities, have travelled to become the nation’s frontline doctors, nurses, scientists, and public health professionals. As good as these programs might be, they are no longer sufficient on their own to maintain a diverse workforce. Challenges involving sustainability, accountability, and educational inequities remain of great concern. In addition, the health care workforce is not keeping pace with the increasing diversity of the U.S. population. Demographic trends such as an aging health care workforce, baby boomer retirements, long-term care needs, and shortages in the health professions accelerate these challenges. In medicine, underrepresented minorities (URM), including Black, Hispanic, and Native American active physicians, make up 11.1% of the U.S. health care workforce, compared with 56.2% Whites, 17.1% Asian, and 15% other or unknown. URM scientists constitute only 3% to 4% of medical school basic science tenure-track faculty. In academic nursing, minority faculty represent 17.3% of all faculty positions with Blacks (4%) and Hispanics (3%) holding fewer full-time professorships compared with Whites (81%). The percentage of active dentists by race include 3.7% Blacks, 5.6% Hispanics, 17.1% Asians, and 71.9% Whites. These percentages are disproportionately small given that racial and ethnic minorities make up 39% of the population and Blacks (13%) and Hispanics (18%) are 31% of the U.S. population (American Association of Colleges of Nursing, 2020; American Dental Association, 2019; Association of Academic Health Centers, 2013; Association of American Medical Colleges, 2019; Campos et al., 2021). This disproportion does matter. For many years, research has demonstrated that increased diversity in the health professions has positive implications such as improved patient choices, higher satisfaction, better health outcomes, and enhanced patient–provider communication. Furthermore, studies have shown that people of color are more likely to report poor quality of care specifically because of their race and ethnicity (Blewett et al., 2019). To put it simply, patients are more responsive to health care providers who look like them.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"15S - 17S"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43338401","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}

{"title":"Scientific Racism Attitudes Among Diverse Undergraduate Pre–Health Professions Students","authors":"Karina Chowdhury, E. Madden","doi":"10.1177/23733799211043136","DOIUrl":"https://doi.org/10.1177/23733799211043136","url":null,"abstract":"Scientific racism, or the belief that racial hierarchies are explained by biological differences, among health care professionals may contribute to the oversight of social causes of health problems and result in poor quality of care. This study examines the extent to which scientific racism may permeate undergraduate pre–health professions student worldviews before entering advanced training. Undergraduate students (n = 251) pursuing training in health professions from The University of Texas at San Antonio completed a survey in 2018 measuring respondent level of agreement with statements about biological differences between U.S. racial and ethnic groups, as well as agreement with statements about cognitive differences, health behaviors, and systemic racism. Analyses showed that the students agreed with false statements regarding biological, behavioral, and cognitive differences among races and agreement was significantly stronger among students at earlier stages of education but did not differ by student race/ethnicity. Adjusted analyses showed that third- and fourth-year undergraduate students exhibited less agreement with false statements about race than first- and second-year students ( β ^ = - 10 . 86 , 95% CI [−18.33, −3.39], p < .00). The joint effect of higher class level and public health major ( β ^ = - 6 . 57 , 95% CI [−11.98, −1.16], p = .02) was also significantly associated with less agreement with false statements regarding systemic racism. This exploratory study suggests that even among diverse student populations, scientific racism persists but may improve over educational careers. Future research may determine how structural reforms and training can further improve student understandings of race as a social construct and not a biological reality.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"331 - 340"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43651598","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}

{"title":"Pedagogy of the CDC Undergraduate Public Health Scholars (CUPS) Program: Cultivating Workforce Diversity to Address Health Disparities and Achieve Health Equity","authors":"L. Liburd, Kai Hsiang Young, R. Thorpe","doi":"10.1177/23733799211054127","DOIUrl":"https://doi.org/10.1177/23733799211054127","url":null,"abstract":"","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"9S - 12S"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48781322","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}

{"title":"Doctoral Students as Agents for Change: Shaping Our Public Health Training Environment","authors":"Anna-Michelle M. McSorley, Erin Manalo-Pedro, A. Bacong","doi":"10.1177/23733799211042642","DOIUrl":"https://doi.org/10.1177/23733799211042642","url":null,"abstract":"This reflective article describes how we, a trio of doctoral students, applied critical pedagogical approaches to identify gaps in our public health training, reflect on the value of our lived experiences and ancestral histories, and take action toward advancing change within our School of Public Health. Additionally, we argue that our future effectiveness in leading systemic change toward health justice requires our public health training institutions to deliver course content that addresses racism and other systemic forms of oppression, largely responsible for reproducing health inequities. We also reflect upon how our efforts to find spaces in which to critically engage with content related to social and structural determinants of health transformed into a collaborative learning opportunity that has served to strengthen our skills as public health researchers, advocates, and future educators. We conclude by calling upon our schools of public health to take the lead in preparing the public health workforce of tomorrow for the challenges of addressing systemic causes of health inequities. Our goal is to share our experiences so that graduate students across public health training institutions may look to this piece as a concrete example of how we can shape our schools of public health to meet our needs.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"299 - 303"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48076899","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}

{"title":"The Importance of Fieldwork Experience in Public Health Education","authors":"Laura Magaña","doi":"10.1177/23733799211054080","DOIUrl":"https://doi.org/10.1177/23733799211054080","url":null,"abstract":"Given the enhanced and highly publicized importance of public health to the general population, if anything, applied practice experiences are more crucial than ever to ensure graduates have the competencies they need to meet the public health challenges of the future. The COVID-19 pandemic has focused a spotlight on the practice of public health as perhaps never before. Through applied practical experiences, they are supported in the transformation from public health students to public health professionals. [Extracted from the article] Copyright of Pedagogy in Health Promotion is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"18S - 19S"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41812342","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}

{"title":"Investigating the Influence of Mentor–Mentee Race and Gender Pairs on Public Health Persistence","authors":"C. Trawick, T. Monroe-White, M. Joseph, N. Tolbert, Jigsa Tola, John K. Haynes","doi":"10.1177/23733799211049238","DOIUrl":"https://doi.org/10.1177/23733799211049238","url":null,"abstract":"Background. Mentoring and immersive experiences through internships are important means of increasing underrepresented (UR) students’ persistence in public health. However, while the positive effects of mentoring are well established, studies on the effect of race/ethnicity and gender mentor matching on persistence have produced mixed results. Aims. This article investigates the impact of homogeneous and heterogeneous mentor–mentee pairs on UR intern persistence for Project Imhotep, a summer internship program at Morehouse College. Method. The authors employ multivariable logistic regression analyses to examine the relationship between mentor and mentee race/ethnicity and gender characteristics on undergraduate intern academic persistence and career attainment. Results. Mentor demographics and institution type are predictors associated with intern academic and career persistence; however, the predictive importance of model attributes varied by outcome. Mentees paired with UR mentors (female or male) were more likely to attend graduate school, and mentees mentored by female mentors (UR female or White female) were more likely to pursue a graduate degree in public health. Finally, mentees mentored by UR females had the highest likelihood of either pursuing a graduate degree in public health or a public health career. Discussion. This article advances our understanding of how mentor–mentee race/ethnicity and gender affects the recruitment and retention of undergraduate students from racially and ethnically UR populations into public health. Conclusions. The findings suggest that the degree of shared racial/ethnic and/or gender identity between a public health intern and mentor influenced the likelihood of the intern pursuing further education or a public health career.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"63S - 70S"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47224749","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}

{"title":"Developing an Antiracist Lens: Using Photography to Facilitate Public Health Critical Race Praxis in a Foundational MPH Course","authors":"A. Lightfoot, Caroline R. Efird, E. M. Redding","doi":"10.1177/23733799211045712","DOIUrl":"https://doi.org/10.1177/23733799211045712","url":null,"abstract":"Racism is a critical determinant of health that affects outcomes; shapes practice, policy, research, and interventions; and disproportionately burdens nondominant racial populations. The racial justice challenges of today, combined with persistent health inequities exacerbated by the COVID-19 pandemic, have intensified the need for racial equity–minded public health professionals. Because training programs play a key role in developing professionals, they must center teaching about racism and promoting antiracism within their curricula. The critical race theory–grounded strategy Public Health Critical Race Praxis (PHCRP) provides a useful framework, calling for examination of how racism operates within individuals and the systems, such as public health, in which they work. Foundational public health courses provide a vital opportunity to launch such an examination and lay the groundwork for antiracism praxis. This article offers a curricular model that integrates PCHRP with a creative approach to facilitate exploration of racial identity among public health students. Students in our course use photography and written reflections to create dual portraits, one depicting how they see themselves and the other imagining how they might be seen by others in our racialized society. Our pedagogical process prompts critical self-reflection about racial identity, a crucial foundation for addressing the health consequences of structural racism. Spurred by creative inquiry, students of all racial and ethnic backgrounds tell us that our course boosts their racial consciousness, enhances their understanding and ability to engage diverse communities, equips them to see and name racism in the public health context, and galvanizes them to work toward dismantling it.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"317 - 326"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42456832","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}