scholarly journals 315A new strategy for teaching Epidemiology in Public Health Education: Hybrid Team Based Learning-Personalised Education

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Tam Ha ◽  
Byron Kemp ◽  
Margaret Wallace
Keyword(s):  
Public Health ◽  
Learning Styles ◽  
Teaching Strategy ◽  
Weighted Average ◽  
Public Health Education ◽  
Innovative Teaching ◽  
Self Confidence ◽  
Team Based Learning ◽  
New Strategy ◽  
The Individual

Abstract Focus of Presentation Hybrid Team Based Learning and Personalised Education (HTBL-PE) is an unique student-centred teaching strategy used to teach epidemiology in the Bachelors of Public Health at the University of Wollongong. It aims to systematically build abilities in epidemiology; strengthen self-confidence and belief, by teaching the way students learn and harnessing team’s capabilities to strengthen the individual. Findings 73 out of 84 students enrolled in Spring 2019, completed surveys at the beginning and end of semester (87%). At the end of semester, the vast majority of students indicated their interest in epidemiology increased (93%), critical thinking had improved (92%), and their confidence as independent learners had increased (86%). More than two thirds of the students had already applied learnings from this subject in other settings (67%). In general, these outcomes did not differ significantly by gender or across learning styles. Students’ final mark for this subject was significantly higher than their Weighted Average Mark (WAM) prior to the semester (+17.4, p < 0.001). Mean scores were >84/100 overall for the subject (<0.5% failure rate). Conclusions HTBL-PE is a new, innovative teaching strategy with low failure rates and high mean scores. Successful attainment of learning outcomes did not differ across gender or learnings styles. Key messages HTBL-PE is an effective teaching strategy with positive student outcomes. It caters to a variety of students and learning styles with evidence students have applied these techniques to other learning settings.

scholarly journals Hybrid team based learning-personalised education for teaching epidemiology in public health degrees

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
T Ha ◽  
B Kemp ◽  
M Wallace
Keyword(s):  
Public Health ◽  
Critical Thinking ◽  
Academic Success ◽  
Failure Rate ◽  
Teaching Strategy ◽  
Weighted Average ◽  
University Education ◽  
Average Score ◽  
Team Based Learning ◽  
The Subject

Abstract Background University education in Australia and internationally involves teaching diverse students: in terms of age, life experience, previous degrees completed, and level of English competency. In Australia the Bachelors of Public Health (BPH) at The University of Wollongong, epidemiology is a core subject. It aims to equip students with the knowledge and skills needed to design, critique and interpret studies that investigate why different populations experience different health outcomes. A student-centred learning strategy; Hybrid Team Based Learning and Personalised Education teaching strategy (HTBL-PE) was created to maximise academic success. Each phase has a distinct purpose based on learning theories (e.g. TBL, Bloom's taxonomy and Vygotsky). HTBL-PE aims to systematically build students abilities; strengthen self-confidence and belief, by teaching the way students learn and harnessing the capabilities of the team to strengthen the individual. Objectives HTBL-PE was evaluated in spring 2019 in the BPH, where their experiences at the beginning and end of semester were measured. Results In total 73 out of 84 enrolled students provided data at both time-points (87%). At the end of the semester, the vast majority of students indicated their interest in epidemiology had increased (93%), critical thinking had improved (92%), and confidence as independent learners had increased (86%). Outcomes did not differ significantly by gender or across learning styles. More than two thirds of students had already applied learnings from this subject in other settings (67%). Students' final mark for this subject was significantly higher than their Weighted Average Mark (WAM) prior to the semester (+17.4, p < 0.001). Average scores for the subject were > 84/100 with a < 0.5% failure rate. Conclusions HTBL-PE has positive learning outcomes; low failure rates, increased confidence in learning and themselves, increased interest in epidemiology and high overall scores in the subject. Key messages An effective new innovative teaching strategy resulted in a subject average score > 84/100 and <0.5% failure rate. The vast majority of students reported increased confidence as independent lifelong learners, critical thinking, confidence in epidemiology (knowledge, skills, and attitudes) and themselves.

scholarly journals Learning strategies used by dental students and dentists using the ark questionnaire.

2020 ◽  
Vol 27 (05) ◽  
pp. 1065-1069
Author(s):  
Farhan Butt ◽  
Asma Naz ◽  
Sajjad Ali Darvesh ◽  
Mudassir Hussain ◽  
Saad . ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Teaching Strategy ◽  
Cross Sectional Study ◽  
Dental Students ◽  
Strategy Training ◽  
Cross Sectional ◽  
Innovative Teaching ◽  
Learning By Reading ◽  
Efficient Learning

Objectives: To determine the preferred learning styles of Dental students and Dentists among various dental colleges using the VARK questionnaire. Study Design: Cross-sectional study. Setting: Various Dental Colleges in Karachi & Rawalpindi using the VARK questionnaire. Period: From June 2018 to February 2019. Material & Methods: Students, house-officers and demonstrators of dental medical college and hospital were asked to fill the VARK questionnaire which consists of 16 items. Four modes of learning either uni modal, bimodal or trimodal could be identified. The four modes include: visual, aural, reading, kinesthic. Results: Kinesthetic mode of learning was used by 24.5% individuals. Aural mode of learning was used by 25.3% individuals. Visual mode of learning was used by 15.5% individuals. Learning by reading was used by 17.7% individuals. Learning by using all modes was used by 1.5% individuals. Conclusion: Identifying the effective modes of learning is the first step towards changing the teaching strategy. Training in medicine and dentistry require innovative teaching ideas incorporating all modes for efficient learning of doctors.

Effects of Cooperative Learning Strategy on Undergraduate Kinesiology Students' Learning Styles

2005 ◽  
Vol 101 (2) ◽  
pp. 525-530 ◽  
Author(s):  
Harry J. Meeuwsen ◽  
George A. King ◽  
Rockie Pederson
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Strategy ◽  
Motor Behavior ◽  
Teaching Strategy ◽  
Convenience Sample ◽  
Team Based Learning ◽  
Student Learning Style ◽  
Dependent Learning

A growing body of research supports cooperative learning as an effective teaching strategy. A specific cooperative learning strategy, Team-based Learning, was applied to a convenience sample of four undergraduate sophomore-level motor behavior courses over four semesters from Fall 2002 to Spring 2004 to examine whether this strategy would affect students' learning styles. The data from the Grasha-Reichmann Student Learning Style Scales indicated that this teaching strategy was associated with a significant decrease in the negative Avoidant and Dependent learning styles and an improvement in the positive Participant learning style.

scholarly journals Team Based Learning in Speech, Language and Hearing Sciences: experience in the Public Health qualification

Revista CEFAC ◽  
2019 ◽  
Vol 21 (2) ◽  
Author(s):  
Edinalva Neves Nascimento ◽  
Gabriela Maria de Oliveira Moreira ◽  
Keylla Geovanna Laureano Tolentino ◽  
Ana Cláudia Figueiredo Frizzo
Keyword(s):  
Public Health ◽  
Female Students ◽  
Experience Report ◽  
The Public ◽  
Team Based Learning ◽  
The Individual ◽  
E Mail

ABSTRACT Purpose: to present an experience report about Team-Based Learning utilization as an active methodology of learning in a Speech, Language and Hearing Sciences graduation course. Methods: students enrolled in the public health II subject in the graduation course received the material about breastfeeding by e-mail in advance and were informed about how the activity using Team-Based Learning would be developed. In class, they initially answered to a questionnaire, individually, which was later discussed in teams formed, randomly, by the professor. The answers were placed in charts, to compare individual and teams performances. Results: 25 female students participated in this study, with ages varying from 18 to 25 years, and differences were found between the individual and the team answers, since the answers chosen by the teams corresponded more to the template elaborated by the teacher. The percentage of correct individual answers was 69,6% and the percentage of correct team answers was 96%. Conclusion: the Team-Based Learning utilization showed to be viable from a pedagogical perspective, promoted greater engagement by the students and contributed in the development of teamwork.

A Critique of the Life Style Concept in Public Health Education

1984 ◽  
Vol 5 (2) ◽  
pp. 103-114 ◽  
Author(s):  
Jeannine Coreil ◽  
Jeffrey S. Levin
Keyword(s):  
Public Health ◽  
Health Education ◽  
Life Style ◽  
Public Health Education ◽  
Change Strategies ◽  
Education Practice ◽  
Social Science Theory ◽  
Science Theory ◽  
Life Style Intervention ◽  
The Individual

A review and critique of the “life style” concept in health education is presented. The conceptual origins, evolution, and current operational definitions of the term are examined in light of its implications for health education practice oriented toward behavioral intervention at the level of the individual. Antecedents to the rise of life style change strategies are traced to concurrent developments in popular culture, health policy, and social science theory. The authors take the position that, in many respects, life style intervention departs significantly from the public health ethic, and call for a critical reappraisal of the concept by health educators.

The Use of Team-Based Learning as an Approach to Increased Engagement and Learning for Marketing Students

2012 ◽  
Vol 34 (2) ◽  
pp. 128-139 ◽  
Author(s):  
Paul Chad
Keyword(s):  
Student Engagement ◽  
Teaching Strategy ◽  
Positive Influence ◽  
Student Interest ◽  
Innovative Teaching ◽  
Marketing Education ◽  
Team Based Learning ◽  
First Time ◽  
Marketing Educators

Marketing educators are often faced with poor preclass preparation by students, declining student interest in attending classes as the semester progresses, and student complaints regarding previous bad experiences with team assessment activities. Team-based learning (TBL) is an innovative teaching strategy using semiformalized guidelines aimed to enhance student engagement and improve teamwork and, hence, overcome the typical problems faced by educators. This case study examines the first-time use of TBL in a postgraduate marketing subject at an Australian university. The results indicate that the TBL innovation has a positive influence on student engagement and offers opportunities to assist learning. The study concludes that TBL is an effective teaching process enabling educators to offer students enhanced and stimulating learning experiences. The case study contributes to the marketing education literature by assessing the first-time TBL experience of students and educator. Key issues addressed are student engagement, opportunities for learning, and the benefits of teamwork in preparing students for the workforce. Significantly, the research also offers practical advice for marketing educators desirous of developing and implementing effective and engaging pedagogy via TBL.

Using Active Learning Strategies Linked to CBPR Principles in a Semester-Long Class Project to Teach Qualitative Research Methods in Public Health

2018 ◽  
Vol 5 (1) ◽  
pp. 36-44 ◽  
Author(s):  
Kerstin M. Reinschmidt ◽  
Paula Maez ◽  
Joseph E. Iuliano ◽  
Brittany M. Nigon
Keyword(s):  
Public Health ◽  
Active Learning ◽  
Learning Strategies ◽  
Community Based Participatory Research ◽  
Public Health Education ◽  
Innovative Teaching ◽  
Class Project ◽  
University Support ◽  
Active Learning Strategies ◽  
Learning Principles

The use of active learning strategies to engage students in public health education has shown to be effective in promoting meaningful learning experiences. These educational approaches include inquiry- or problem-based, and group-based learning that allow for deeper understanding and internalization of the content material. This type of active learning can extend into the community by applying community-based participatory research (CBPR) principles. Using CBPR can engage both the community and the students on a project, thus benefiting all parties involved. This article describes the components of a class project that linked the active learning strategies of inquiry and group-based learning to CBPR principles as an innovative teaching approach in public health. The design and implementation of the class project is conceptualized in four activity types: (1) engaging the community, (2) working with students, (3) conducting behind the scenes work, and (4) bringing the students and the community together. The project demonstrates the benefits of using CBPR principles in conjunction with active learning principles. It also provides recommendations to public health instructors in higher education, which include the requirements of instructors’ established relationship with the community, commitment to project coordination, flexibility regarding project implementation and class time, and university support for sustaining innovative teaching efforts.

scholarly journals A Model for Easily Incorporating Team-Based Learning into Nursing Education

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Heidi A. Mennenga ◽  
Tish Smyer
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
National Council ◽  
Innovative Teaching ◽  
Innovative Strategy ◽  
Interprofessional Teamwork ◽  
Team Based Learning

A sense of urgency exists among nurse educators to determine the best possible teaching strategies to create a rich, engaging learning environment for students. With the calls for transformation, innovation, and excellence in nursing education from the American Association of Colleges of Nursing, the National Council of State Boards of Nursing, and the National League for Nursing, educators may determine that current teaching strategies fall short. Team-based learning, an innovative teaching strategy, offers educators a structured, student-centered learning environment and may be effective in teaching necessary skills to students. An overview of how this strategy fosters many of the essential concepts, such as critical thinking, professionalism, communication, and interprofessional teamwork, is presented. Additionally, this article offers a clearly delineated "recipe" for implementing team-based learning in the classroom. This innovative strategy has the potential to transform nursing education and provide a positive teaching and learning environment for both educators and students.

Building Capacity of the Public Health Education Workforce Through Partnerships

2003 ◽  
Vol 1 (1) ◽  
pp. 49-59
Author(s):  
Mark Tomita
Keyword(s):  
Public Health ◽  
Health Disparities ◽  
Health Education ◽  
Public Health Education ◽  
Professional Associations ◽  
State University ◽  
Cd Rom ◽  
The Public ◽  
Prevention Services ◽  
The Usa

The Global Health Disparities CD-ROM Project reaffirmed the value of professional associations partnering with academic institutions to build capacity of the USA public health education workforce to meet the challenges of primary prevention services. The Society for Public Health Education (SOPHE) partnered with the California State University, Chico to produce a CD-ROM that would advocate for global populations that are affected by health disparities while providing primary resources for public health educators to use in programming and professional development. The CD-ROM development process is discussed

Sign in / Sign up

Export Citation Format

Share Document