Pedagogy in Health Promotion最新文献

{"title":"Tailoring Recruitment and Outreach Strategies for Underrepresented Students in Public Health Pipeline Programs","authors":"C. Caldwell, Dana Thomas, Hannah Hoelscher, Hallie Williams, Zachary Mason, M. Valerio-Shewmaker, Sela V. Panapasa","doi":"10.1177/23733799211047517","DOIUrl":"https://doi.org/10.1177/23733799211047517","url":null,"abstract":"Studies have shown that racial and ethnic minority health professionals are more likely than those in the majority to work in predominantly underserved, largely minority communities. Increasing the pool of underrepresented racial and ethnic professionals could help reduce health disparities. Summer programs giving minority students public health training and experiences can increase the number who enter the health professions. This article describes recruitment strategies for obtaining a diverse pool of applicants for such a program as part of a Centers for Disease Control and Prevention funded multisite undergraduate training program intended to increase the diversity of the public health workforce. The recruitment strategies used included institutional linkages, collaborative partnerships, and interpersonal contacts. No one strategy was more effective; however, Hispanic/Latinas were more likely to be recruited through institutional linkages, but less likely to be recruited through interpersonal contacts than other female groups. Understanding successful recruitment strategies to achieve a diverse application pool for public health training programs is vital to achieve health equity.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"36S - 43S"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48524736","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":"Usefulness of a Health Education and Promotion Book Club to Teach About Race and Social Justice","authors":"R. Rich","doi":"10.1177/23733799211043142","DOIUrl":"https://doi.org/10.1177/23733799211043142","url":null,"abstract":"Emphasizing the value of utilizing both facts and stories to teach and learn about health, race, and social justice, this reflection makes a case for using The Immortal Life of Henrietta Lacks and Well: What We Need to Talk About When We Talk About Health to create a dialogue with undergraduate health education students. The unique combination of facts and stories that the two books provide sparked conversations from which both my students and I were grateful to learn.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"327 - 330"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43392733","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":"Beginnings and Endings: A Retiree’s Reflections on the CDC’s Undergraduate Public Health Scholars Program","authors":"A. Schuchat","doi":"10.1177/23733799211054445","DOIUrl":"https://doi.org/10.1177/23733799211054445","url":null,"abstract":"The challenges of the COVID-19 pandemic and the public health crisis of racism underscore how important it is for our nation to attract, develop, and retain a diverse public health workforce that can work in communities as well as local, state, and national levels. 3 This article is part of a I Pedagogy in Health Promotion: The Scholarship of Teaching and Learning i supplement, \"Preparing the Future Public Health Workforce: Contributions of the CDC Undergraduate Public Health Scholars Program\", which was supported by a cooperative agreement from the U.S. Centers for Disease Control and Prevention, Office of Minority Health and Health Equity to the Society for Public Health Education, entitled \"Strengthening Public Health Systems and Services through National Partnerships to Improve and Protect the Nation's Health\" (Contract Number 5 NU38OT000315-03-00). Keywords: public health;workforce development;public health pedagogy EN public health workforce development public health pedagogy 13S 14S 1 12/09/21 20211202 NES 211202 Hindsight may or may not be 2020, but beginnings look different from the end of a public health career. [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":"13S - 14S"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49156064","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":"Mentoring Underrepresented Minoritized Students for Success","authors":"Willie C. Brown, Laura Magaña, Carlos Crespo, Wendy B. White","doi":"10.1177/23733799211054086","DOIUrl":"https://doi.org/10.1177/23733799211054086","url":null,"abstract":"The underrepresentation of minoritized populations in public health, health care, and research disciplines hurts the advancement of science and the communities disproportionately affected by health disparities (Valantine & Collins, 2020). While the implementation of pipeline programs like the Centers for Disease Control and Prevention (CDC) Undergraduate Public Health Scholars (CUPS) Program have been invested to increase workforce diversity in the last decade, the current workforce remains racially homogenous, and there are significant challenges in developing and retaining a diverse public health and health care workforce. The CDC includes mentorship as an essential component of the CUPS Program. Just as it is critical for success in academia, mentorship in public health training translates the hidden curriculum and reinterprets cultural and professional norms. Mentorship contributes to underrepresented minoritized (URM) students’ educational and professional development by increasing access, promoting persistence, and allowing students to visualize what success looks like throughout every stage of their training (Carter, 2006; Lewis et al., 2016; Young et al., 2021). While the provision of scholarship can also increase access and promote persistence, the power of human connection and role modeling offered through mentorship is paramount. This article provides a historical and cultural perspective on what mentorship means in a minoritized population such as in the African American community. It discusses the unique needs of URM students and offers methods to effectively mentoring them, and ways for the system to address the scarcity of mentors required to meet the enormous needs in support of the nation’s charge to increase URM groups in public health, health care, and biomedical sciences. Last, this article highlights what students can do to make themselves more attractive to mentors and recommends selecting candidates of maximum potential for the CUPS Program. While students generally welcome mentorship, incidental reports from the CUPS participants suggest possible misunderstanding and generational gaps on mentorship style. Insights from another generation of mentors could help demystify and explain why some mentors may be (or can be perceived as being) more protective and critical than others. Throughout history, mentorship has played a crucial role in passing on knowledge and skills to the next generation. Mentorship is as important in this context as it was for many African American youths in the segregated South of the United States. In the segregated South, African American youths were accustomed to both formal and informal mentorships. The formal mentorship was from parents, teachers, administrators in the school system, coaches, and clergy. Two primary goals for these mentors were to (1) help children avoid prohibited activities that would lead to imprisonment or death and (2) receive a quality education. Informal mentorship was a pro","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"20S - 22S"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43863167","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":"Community Partnerships and Experiential Learning: Investing in the Next Generation of a Diverse, Qualified Public Health Workforce","authors":"Sarah R Blenner, Sarah E. Roth, Rita Manukyan, Yareli Escutia-Calderon, Alec M. Chan-Golston, Elaine Owusu, Lindsay N. Rice, Michael L. Prelip","doi":"10.1177/23733799211046974","DOIUrl":"https://doi.org/10.1177/23733799211046974","url":null,"abstract":"Annually, the University of California Los Angeles (UCLA) Public Health Scholars Training Program (Program) exposes and engages 35 to 40 undergraduate students, Public Health Scholars, through an 8-week intensive summer training program in public health. Experiential learning through internships is an integral part of the Program, allowing scholars to gain hands-on experience in the field of public health while providing pathways to enter the public health workforce and pursue graduate education. The Program leverages existing strong community partnerships developed through the school’s applied practice experiences as well as creates new partnerships. These relationships are mutually beneficial, improve community connections, expand relationships, and develop the school’s ability to work with undergraduate students. This article outlines an adapted, evidence-based experiential learning model and develops an evaluation framework to capture the program impact. In the program evaluation, scholars and professional mentors assess the impact of the Program on scholars’ intrapersonal, interpersonal, societal, strategic professional, and foundational public health skills. Mentor and peer relationships drive the experiential learning model, supporting the Program to train undergraduate scholars, prepare graduate students to be future mentors once established in the public health workforce, and build the capacity of partner organizations to train a diverse public health workforce. The Program provides a needed opportunity to scholars, most of whom are from underrepresented or underserved backgrounds, to receive in-depth exposure and engagement with public health.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"51S - 62S"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44717157","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":"Teaching Bias to Undergraduate Students in an Introduction to Public Health Course","authors":"Krista D. Mincey","doi":"10.1177/23733799211031942","DOIUrl":"https://doi.org/10.1177/23733799211031942","url":null,"abstract":"Implicit bias is a topic many faculty/instructors may feel uncomfortable teaching and discussing with their students. As public health professionals, it is important that we teach the next generation of public health professionals about bias so that they are able to address the elements in society that allow these biases to affect the health care that is received and the health outcomes that occur because of these biases. This article provides detailed information on an activity around bias conducted with undergraduate students in an Introduction to Public Health course. The article discusses how this activity can be adapted and guidance on how to make this activity work for any course.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"7 1","pages":"313 - 316"},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45297285","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":"Development and Implementation of a Fully Online Introductory Data Analysis Course to Better Prepare Students for the Public Health Workforce","authors":"Amanda R. Ellis","doi":"10.1177/23733799211060742","DOIUrl":"https://doi.org/10.1177/23733799211060742","url":null,"abstract":"The adversity of the 2020 to 2021 academic year highlighted the need for quality online courses. Challenges of teaching data analysis and helping students meet the Council on Education for Public Health (CEPH) competencies increase in an online environment. To address recent competency changes by the CEPH, a fully online asynchronous course was developed to address the MPH evidence-based approaches to public health competencies and prepare students for the Public Health Workforce. Both problem-based learning and experiential learning theory methodologies informed course design. In the Spring of 2020, with feedback from our Public Health partners, we re-designed a traditional biostatistics course with a holistic approach to data analysis. Students in the class were expected to work individually and as team scientists. They were exposed to data analysis elements from project initiation to dissemination while simultaneously learning methodologic concepts. This article outlines the structure and implementation of an online introductory data analysis course designed for MPH students as a model for re-designing the traditional MPH introductory biostatistics course. Both course development and design are discussed, and evaluations from both students and the instructor are provided.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"309 - 314"},"PeriodicalIF":1.5,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49524858","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":"Lessons From a Community Driven Experiential Public Health Course","authors":"Debbie L. Humphries, Christina Bastida, Mahaya C. Walker","doi":"10.1177/23733799211056311","DOIUrl":"https://doi.org/10.1177/23733799211056311","url":null,"abstract":"Applied practice opportunities are essential in both undergraduate and graduate public health programs, and are emphasized in the 2016 changes to the Council on Education for Public Health (CEPH) accreditation requirements. To generate and implement solutions to challenges our communities face, there is an increased need for public health training that includes both rigorous coursework and experiential learning opportunities. We share here a framework and scaffolding from a class that has provided a supportive structure for public health students to conduct applied practice activities in response to expressed needs of community organizations. Guiding Principles: The practicum is grounded in theories of practice-based learning, community based participatory research, and community engaged research with a vision of preparing students to participate in community knowledge generation partnerships to more effectively address health disparities. Lessons learned: Advance planning creates a foundation for success. Community partner and student interests are aligned; teams share the common goal of promoting sustainable long-term impact through their projects. Students are prepared for success through the development of instrumental tools (e.g., logic models, program impact pathways, and work plans) that guide project development and implementation. Students learn to adapt to evolving partner needs. Students have a unique learning experience that is practice-based. Future work to understand key functions of different course elements will add quantitative metrics to the existing qualitative metrics in the preceptor evaluation, work with other practicum instructors to develop common best practices and will include a qualitative analysis of student reflections.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"231 - 237"},"PeriodicalIF":1.5,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44153130","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":"Increasing the Capacity of Youth-Serving Professionals: Evaluation of the Online Social Justice Approach to Youth Engagement Course","authors":"H. Kennedy, Jill Elnicki, Dayna Torrieri, Elaine J Scallan Walter","doi":"10.1177/23733799211053883","DOIUrl":"https://doi.org/10.1177/23733799211053883","url":null,"abstract":"There has been increased commitment to youth engagement in public health. However, those seeking to engage youth often lack the knowledge and skills to sustain meaningful youth engagement, constraining the potential positive impacts. Unfortunately, there is a paucity of training programs for practitioners who seek to increase their capacity to engage youth authentically. Given the need to train adults who work with youth, we developed and evaluated an online course to support public health and social service professionals in a social justice approach to youth engagement. During this 7-week course, grounded in social justice youth development theory, participants analyzed how power, privilege, and oppression operated in their own lives and engaged in conversations about disrupting systems of power that oppress young people. Fifty-eight participants completed the course as part of four cohorts, and 41 participants completed a survey (71% response rate) at all four time points (pre, post, 3-month, and 6-month follow-up). Paired t tests showed that participants experienced significant changes (p < .0001) in their confidence to implement practices and curricula associated with social justice youth development, critique and provide evidence-informed recommendations to their organizational setting, and describe and disrupt adultism—the systematic subordination of youth by adults. Effects were sustained 6 months post course. Qualitative responses to survey items further supported the positive benefit of the course on their professional youth work. This course provides a promising model for training public health and social service professionals on how to authentically work with youth through a social justice lens.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"22 - 29"},"PeriodicalIF":1.5,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45963193","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 Effectiveness of a Merit- and Productivity-Based Teaching Incentive in a College of Public Health","authors":"Dara Young, Jeanne E Stork, M. Quinn, Randy Wykoff","doi":"10.1177/23733799211053879","DOIUrl":"https://doi.org/10.1177/23733799211053879","url":null,"abstract":"In 2017, the College of Public Health implemented a “teaching incentive” by which faculty would receive extra pay if the composite score of teaching effectiveness on the student assessment of instruction (SAI) was in the top third for all scores in the college in that same semester, and at least 40% of the students in the class completed the SAI. In the first 4 years, 53 incentives were awarded to 25 different members of the faculty, for a total of $206,772. The college documented an increase in the composite score of teaching effectiveness and in percent of students completing the SAI. Significant increases in the composite score were seen for all faculty (3.47 to 3.59 out of 4.00, p = .02) and for those faculty in the college for the entire period (3.47 to 3.57, p = .0189). Over the 4 years, the percent of classes that had at least a 40% response rate increased for all faculty (41.2% to 55.7%, p = .0447) and for faculty who were in the college for the entire 4 years (39.6% to 51.9%, p = .1373). A teaching incentive that includes a significant salary supplementation appears to be associated with an increase in both student response rates and overall assessment of teaching effectiveness.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"84 - 89"},"PeriodicalIF":1.5,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44851572","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}