公共卫生本科课程中的专业身份形成策略

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Rolena Stephenson, Carol Cox
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引用次数: 0

摘要

强烈的职业认同感(PI),即把自己视为专业实践社区的一员,对于学生从大学过渡到工作环境期间的学业和动力成果非常重要。许多教育策略已成功应用于医学和其他健康专业教育,以支持学生形成职业认同。本研究的目的是确定本科公共卫生课程使用的教学和课外策略的范围和顺序,以支持学生 PI 的形成。我们制作了一份在线调查问卷,并分发给美国所有经 CEPH 认证的本科公共卫生项目的公共卫生项目主席/主任。结果普遍证实,在受访者认可的本科项目中,正在实施课程培训、工作一体化学习和榜样示范等 PI 培养策略。不过,也发现了一些在课程设置及其排序方面有待改进的地方。建议在课程初期引入所有 PI 培养策略,并不断强调和强化,使学生不断将自己视为专业实践社区的一分子。通过分析 PI 培养策略的类型和时间安排,可以深入了解需要改进的重点领域,这些领域可能会影响公共卫生学生的学业成绩、满意度和在课程中的保留率。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Professional Identity Formation Strategies in Undergraduate Public Health Programs
A strong professional identity (PI), seeing oneself as a member of a professional community of practice, is important for student academic and motivational outcomes during transition from college to the work setting. Many educational strategies have been successfully used in medical and other health professions education to support student PI formation. The purpose of this study was to determine the scope and sequence of pedagogical and extra-curricular strategies used by undergraduate public health programs to support student PI formation. An online survey was created and distributed to public health program chairs/directors from all CEPH-accredited undergraduate United States public health programs. Results generally confirmed that the PI formation strategies of curricular training, work-integrated learning, and role-modeling were being implemented in respondents’ accredited undergraduate programs. However, some areas for improvement in offerings and their sequencing were identified. It is recommended that all PI formation strategies be introduced early in the program and constantly emphasized and reinforced so students continually view themselves as part of a professional community of practice. Analysis of the types and timing of PI formation strategies can provide insight on focus areas for improvements that may impact public health student academic achievement, satisfaction, and retention in the program.
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来源期刊
CiteScore
3.10
自引率
33.30%
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0
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