Current status of official WeChat accounts for public health education

2020 ◽  
Author(s):  
Mingwei Sun ◽  
Liuna Yang ◽  
Wanna Chen ◽  
Hao Luo ◽  
Kaiqiao Zheng ◽  
...  
Keyword(s):  
Public Health ◽  
Health Education ◽  
Survey Design ◽  
Public Health Education ◽  
Current Status ◽  
Cluster Sampling ◽  
Message Delivery ◽  
Time Segment ◽  
The Impact ◽  
Province Level

Abstract Background To investigate the current use status of official WeChat accounts for the Centers for Disease Control and Prevention in public health education and relevant factors that can impact the effectiveness of message delivery. Methods A retrospective survey was conducted to evaluate the effectiveness of official WeChat accounts. About 531 official WeChat accounts and 50 939 articles were analyzed using a cluster sampling survey design. The Kruskal–Wallis test and multivariate logistic regression were used to explore factors associated with the usefulness of the number of views and “Likes” of the articles. Results The study identified a total of 531 public WeChat accounts, including 19 province-level accounts, 179 municipal-level accounts and 333 county-level accounts. In the univariable analysis, the administrative level of the account, article order, time segment, article originality and thematic category were associated with the number of views and “Likes.” Province-level accounts, first articles, the 5:00–6:00 time segment, original articles and theme 3 (emergencies) had higher numbers of views and “Likes” than the others (P < 0.05). Conclusions Promoting health education through Official WeChat account is an effective, sustainable and feasible strategy. Potential indicators of the impact of public health education suggest that administrators should effectively use official WeChat accounts for public health education.

scholarly journals COVID-19 Impact on Undergraduate Education: Academicians’ Perspective

2020 ◽  
Vol 10 (03) ◽  
pp. 138-140
Author(s):  
Musthafa Mohamed Essa ◽  
Kabaly P. Subramanian ◽  
Hemanatha P. Jayasuriya
Keyword(s):  
Public Health ◽  
Health Education ◽  
Undergraduate Education ◽  
Public Health Education ◽  
Law And Order ◽  
Alternative Measures ◽  
The Impact

AbstractThe coronavirus disease (COVID-19) pandemic has brought upon extraordinary challenges on all possible societal fronts, be it public health, education, economy, law and order, among others. In this article, we discuss the impact of COVID-19 on education from an academician’s perspective. Other alternative measures are also discussed to have a smooth education.

Flipping Online Learning in Public Health Graduate Education

2019 ◽  
Vol 6 (3) ◽  
pp. 212-221
Author(s):  
Lindsay P. Galway ◽  
Erin Cameron
Keyword(s):  
Public Health ◽  
Critical Thinking ◽  
Student Engagement ◽  
Health Education ◽  
Online Education ◽  
Flipped Classroom ◽  
Learning Experiences ◽  
Public Health Education ◽  
Graduate Level ◽  
The Impact

The flipped classroom approach, used for many years in the humanities and the basic sciences, is becoming increasingly popular in public health education. This article describes the implementation and evaluation of a master’s-level Environmental and Occupational Health course, a required course in a Master of Public Health program at a mid-sized Canadian university. The course was designed using a flipped classroom approach and delivered online using a learning management system and interactive web-conferencing technology. Using a pre- and postsurvey design, we assessed improvements in student’s self-reported knowledge and skills, student learning experiences in the course, and the impact of specific course components on critical thinking and student engagement. Our results suggest that this approach enabled the achievement of course learning outcomes and provided positive learning experiences overall. Additionally, we find that the course promoted critical thinking and enabled student engagement in the context of online education for this small group of graduate-level public health students. We conclude by discussing key lessons learned for providing optimal learning experiences and outcomes in online graduate-level public health education.

A MATHEMATICAL MODEL FOR THE IMPACT OF PUBLIC HEALTH EDUCATION CAMPAIGN FOR TUBERCULOSIS

2018 ◽  
Vol 100 (2) ◽  
pp. 97-138
Author(s):  
Aissata A. B. Sy ◽  
Mamadou L. Diagne ◽  
Ibrahima Mbaye ◽  
Ousmane Seydi
Keyword(s):  
Public Health ◽  
Mathematical Model ◽  
Health Education ◽  
Public Health Education ◽  
Education Campaign ◽  
The Impact

MODELING THE IMPACT OF EDUCATIONAL CAMPAIGN ON THE TRANSMISSION DYNAMICS OF EBOLA

2021 ◽  
pp. 1-23
Author(s):  
KIMBERLY A. DAUTEL ◽  
EPHRAIM O. AGYINGI
Keyword(s):  
Public Health ◽  
Health Education ◽  
Democratic Republic Of Congo ◽  
Public Health Education ◽  
Behavioral Changes ◽  
The Public ◽  
Disease Awareness ◽  
Educational Campaign ◽  
Transmission Pathways ◽  
The Impact

Disease awareness that informs the public about the severity and transmission pathways of infectious diseases such as Ebola is key to curtailing an outbreak. Public health education when available can limit the intensity and duration of an Ebola outbreak in any community if there is compliance. It is important that all population groups be informed about the methods in which Ebola is transmitted to control the disease when there is an outbreak. In this paper, we study the impact of public health education that leads to behavioral changes on the dynamics of Ebola spread. The model is formulated as a system of ordinary differential equations and incorporates direct transmission from infectious, hospitalized, and deceased individuals with Ebola. We establish the existence of a disease free equilibrium and an endemic equilibrium, and investigate them for local and global stability. Model predictions show that a more informed community results in fewer cases, and thus limits the impact of an Ebola outbreak. Further, the model also predicts subsequent outbreak waves within a community in the absence of complete eradication. Lastly, the model successfully captures the dynamics of the 2014–2016 West Africa Ebola outbreak and the 2018–2020 Democratic Republic of Congo Ebola outbreak.

scholarly journals The Impact of Creative Arts in Alzheimer’s Disease and Dementia Public Health Education

2018 ◽  
Vol 63 (2) ◽  
pp. 457-463
Author(s):  
Nicole C. Burns ◽  
Amber Watts ◽  
Jaime Perales ◽  
Robert Neal Montgomery ◽  
Jill K. Morris ◽  
...  
Keyword(s):  
Public Health ◽  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Health Education ◽  
Public Health Education ◽  
Creative Arts ◽  
The Impact

scholarly journals The Role of Non-pharmacological Interventions on the Dynamics of Schistosomiasis

2021 ◽  
Vol 53 (2) ◽  
pp. 243-260
Author(s):  
Agatha Abokwara ◽  
Chinwendu Emilian Madubueze
Keyword(s):  
Public Health ◽  
Health Education ◽  
Basic Reproduction Number ◽  
Reproduction Number ◽  
Public Health Education ◽  
Control Measures ◽  
Snail Control ◽  
The Impact ◽  
Disease Free ◽  
The Basic Reproduction Number

Schistosomiasis is a neglected tropical disease affecting communities surrounded by water bodies where fishing activities take place or people go to swim, wash and cultivate crops. It poses a great risk to the health and economic life of inhabitants of the area. This study was carried out to evaluate the impact of public health education and snail control measures on the incidence of schistosomiasis. A model was developed with attention given to the snail and human populations that are the hosts of the cercariae and miracidia respectively. The existence and stability of disease-free and endemic equilibrium states were established. The disease-free and endemic equilibrium states were shown to be locally asymptotically stable whenever the basic reproduction number was less than unity. Numerical simulations of the model were carried out to evaluate the impact of interventions (public health education and snail control measures) on schistosomiasis transmission. It was observed that the implementation of low coverage snail control with highly efficacious molluscicide and massive public health education will make the basic reproduction number smaller than unity, which implies the eradication of schistosomiasis in the population.

scholarly journals Transforming public health education in Aotearoa New Zealand:

2021 ◽  
Vol 3 (1) ◽  
pp. 25-26
Author(s):  
Cath Conn ◽  
Shoba Nayar ◽  
Margaret Hinepo Williams ◽  
Radilaite Cammock
Keyword(s):  
Public Health ◽  
Higher Education ◽  
New Zealand ◽  
Health Education ◽  
21St Century ◽  
Public Health Education ◽  
Project Based Learning ◽  
Public Health Workforce ◽  
Aotearoa New Zealand ◽  
The Impact

The face of public health is changing in response to local and global trends of rapid technological development, worsening inequities, and the prominent role of the COVID-19 pandemic (Mays et al., 2012; Dahlgren et al., 2015; Schleicher, 2020). Public health jobs reflect these shifts, emphasizing a need for greater online collaboration and project design, complex problem-solving, and more fluid work patterns. Concurrently, education globally is in a process of transformation reflecting similar concerns to that of the public health industry. This change is paradigmatic and evolving from that of factory model education (traditional Campus 101 in the university or higher education setting) to something which must now reflect 21st century employability (Trilling & Fadel, 2009; Bolstad et al, 2012; Robinson, 2020). In 2020, COVID-19 brought rapid and significant change to the teaching of public health education in the Aotearoa New Zealand university setting. In this presentation we reflect on the short-term change that took place across higher education as delivery of existing curricula shifted from classroom to online; including in our own practice of public health education. Moreover, we consider the greater agenda of a transformative educational paradigm, broadly conceptualized as a shift from a factory model education to one of 21st century learning, with an emphasis on fostering creativity; heutagogical (student-driven) models underpinned by technology (Bolstad et al., 2012; Robinson, 2020); and real-world application of this involving problem and project-based learning in a changing health industry (Topol, 2015; Mesko, 2015). Such change has stemmed both from the impact of COVID-19 on the education system, and in response to a momentous transformation in public health careers and societal expectations of a public health workforce. Prior to COVID-19, public health education primarily consisted of classroom based learning, online resources, and standardized assessment. These methods fulfilled the criteria of giving students much needed ‘knowledge’. However, the standardized nature of delivery and assessments (and indeed the non-digital nature of public health education) was also reflective of graduates being trained to enter an industrial workforce, which has complied with uniform 20th century organizational processes and norms. COVID-19 has demanded a complete change to delivery of education to encompass online methods. It also offers opportunities for the move towards creative, flexible and personalized learning that emphasizes student choice, personal identity and strengths, in a time where the nature of organisation and work is transforming. It is not yet clear whether Aotearoa New Zealand higher education will make the most of such opportunities. As society becomes more diffuse and complex with many different players joining in a complex multisectoral and interdisciplinary workforce that is bounded by the digital era; public health higher education, in partnership with community and industry, must undergo change to respond accordingly.

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