Turnstile Careers Between Academia and Practice

2016 ◽  
Vol 2 (4) ◽  
pp. 221-238 ◽  
Author(s):  
Lawrence W. Green
Keyword(s):  
Health Promotion ◽  
Faculty Members ◽  
Evidence Based ◽  
Good Teaching ◽  
Professional Schools ◽  
Evidence Based Practices ◽  
Education And Health ◽  
Periodic Exposure ◽  
Contemporary Practice ◽  
Research Faculty

This reflection on the academic and practice careers—my own and some notable health promotion professors’—supports my suggestions about what makes good teaching and research faculty members in professional schools seeking to prepare next generations of practitioners for health education and health promotion careers. From the perspective of pedagogy in health promotion, the preparation of students for their roles in practice—in whatever blend of policy, planning, management, delivery, or evaluation of programs—should emanate, where possible, from field experience and reality-tested theoretical and evidence-based precepts. Just as usable evidence-based practices need to include practice-based evidence, so too must usable pedagogy for practitioners be built on periodic exposure and experience of instructors in contemporary practice. The concept of “turnstile careers” is introduced to address this need for periodic immersion of faculty in practice positions with responsibility for programs.

A Team-Based Collaborative Care Model for Youth With Attention-Deficit Hyperactivity Disorder in Education and Health Care Settings

2020 ◽  
pp. 106342662094998
Author(s):  
Elizabeth Talbott ◽  
Andres De Los Reyes ◽  
Thomas J Power ◽  
Jeremy J Michel ◽  
Sarah Jensen Racz
Keyword(s):  
Health Care ◽  
Children And Youth ◽  
Evidence Based ◽  
Science Methods ◽  
Care Model ◽  
Evidence Based Practices ◽  
Health Care Settings ◽  
Hyperactivity Disorder ◽  
Education And Health ◽  
Youth With Adhd

Attention-deficit hyperactivity disorder (ADHD) is among the most commonly diagnosed disorders of children and youth. Young people receive their ADHD diagnoses and medical treatment in primary health care settings and can experience a range of behavioral and educational disabilities treated in the clinic, at home, and at school. We propose a team-based collaborative care model (TBCCM) to foster communication and collaboration among health care and education teams, embedding implementation science methods to promote and sustain evidence-based practices for youth with ADHD. Key features of the model include (a) effective leadership and teamwork within the two universal systems of education and health care, (b) use of data from multiple informants who describe and monitor student behavior within and across contexts, and (c) adoption and adaptation of evidence-based practices. We expect that these efforts to embed implementation science methods within a collaborative team structure will improve the uptake of evidence by intervention teams in the two systems, and thus optimize outcomes for children and youth with ADHD.

scholarly journals Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

2014 ◽  
Vol 13 (2) ◽  
pp. 187-199 ◽  
Author(s):  
Cara Gormally ◽  
Mara Evans ◽  
Peggy Brickman
Keyword(s):  
Faculty Members ◽  
Evidence Based ◽  
Missed Opportunities ◽  
Evidence Based Practices ◽  
Instructional Feedback ◽  
College Biology ◽  
Higher Ed ◽  
Specific Feedback ◽  
University Level ◽  
The University

Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make significant changes in their teaching practices when supported by coaching and feedback. Currently, most instructional feedback occurs via student evaluations, which typically lack specific feedback for improvement and focus on teacher-centered practices, or via drop-in classroom observations and peer evaluation by other instructors, which raise issues for promotion, tenure, and evaluation. The goals of this essay are to summarize the best practices for providing instructional feedback, recommend specific strategies for providing feedback, and suggest areas for further research. Missed opportunities for feedback in teaching are highlighted, and the sharing of instructional expertise is encouraged.

Implementation of evidence-based medicine in a health promotion teaching block for Thai medical students

2016 ◽  
Vol 24 (4) ◽  
pp. 62-68
Author(s):  
Tippawan Liabsuetrakul ◽  
Thitima Suntharasaj ◽  
Pasuree Sangsupawanich ◽  
Chanon Kongkamol ◽  
Panumad Pornsawat
Keyword(s):  
Health Promotion ◽  
Medical Students ◽  
Evidence Based Medicine ◽  
Faculty Members ◽  
Perceived Usefulness ◽  
Wilcoxon Test ◽  
Evidence Based ◽  
The One ◽  
Based Medicine ◽  
Future Practice

Background: Evidence-based medicine (EBM) is well known in medical practice. Although health promotion (HP) is promoted worldwide, there is still some debate as to whether EBM is needed or useful in the teaching of health promotion. Objective: To assess the perceived usefulness of EBM in the teaching of HP among medical students and faculty members. Methods: A comparative study was conducted between two groups of fourth-year medical students in the academic year 2012 during the five-week Health Promotion Teaching Block at Prince of Songkla University, southern Thailand. A one-week EBM course was conducted with half the students in the first week of the block and the other half of the students in the last week of the block. All activities in the HP block were similar except for the different periods of the one-week of EBM teaching. The effect on knowledge, ability and perceived application of EBM in future practice was assessed by student self-evaluations before versus after taking the EBM course, and by faculty member evaluation of the students’ end-of-block presentations. All evaluation items were rated from 1 (lowest) to 5 (highest). Data were analyzed using a t-test or Wilcoxon test, as appropriate. Results: The students’ self-evaluations of knowledge and ability on EBM between the two groups were similar. The perception that teaching EBM is beneficial in health promotion and future practice increased significantly ( p<0.001) in both groups. Faculty members rated higher scores for the first group than the second group, although the rating differences were not at the level of significance. Ninety percent of the students believed that EBM was a useful addition to the teaching of HP. Conclusions: Medical students and faculty members perceived that EBM is useful in the HP context. Future studies to evaluate the effect of using evidence-based teaching for health promotion are needed.

Self-Regulation and the Writing Process: Enhancing the Performance of Students With Language and Learning Difficulties

2009 ◽  
Vol 16 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Gary A. Troia
Keyword(s):  
Writing Process ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Evidence Based ◽  
Struggling Learners ◽  
Evidence Based Practices

Abstract This article first provides an overview of components of self-regulation in writing and specific examples of each component are given. The remainder of the article addresses common reasons why struggling learners experience trouble with revising, followed by evidence-based practices to help students revise their papers more effectively.

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