Excellence in the Design and Delivery of an Online Global Health Survey Course: A Roadmap for Educators

2019 ◽  
Vol 6 (1) ◽  
pp. 70-76 ◽  
Author(s):  
Steven R. Hawks ◽  
Hailey A. Judd
Keyword(s):  
Best Practices ◽  
Global Health ◽  
Learning Strategies ◽  
Health Survey ◽  
Course Design ◽  
Learning Experiences ◽  
Public Health Education ◽  
Course Evaluation ◽  
Open Educational Resources ◽  
Online Delivery

The release of the United Nations Sustainable Development Goals in 2016, the growing use of online delivery formats for public health education, and the urgent need to train an expanding global health workforce all reflect the need to adopt best practices in the design and delivery of online global health courses. The purpose of this coaching article is to share peer-to-peer strategies and best practices for developing a global health survey course for online delivery. Important elements for consideration include the use of a backward design approach, global health competency review and selection, the scope and sequencing of key content areas, meaningful assessments of competency mastery, the development of authentic learning strategies, the potential use of open educational resources, and strategies for ongoing course evaluation and refinement. A backward course design, with well-selected content domains and competencies, opens the way for the development of the best possible learning experiences that are consistent with national benchmarks for online course development. The use of this strategy has resulted in a much keener sense of course “ownership” on our part, along with enhanced learning experiences and satisfaction for students.

scholarly journals Exploring the Reflective Learning Experiences of Primary School Teachers during the use of Open Educational Resources

2015 ◽  
Vol 2 (2) ◽  
pp. 163
Author(s):  
S. O. Essuman
Keyword(s):  
Primary School ◽  
Learning Strategies ◽  
Learning Experiences ◽  
Reflective Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills

<p class="2M-body">This paper looks at the reflective learning experiences of primary school teachers, who were encouraged to engage in reflective activities as a way of improving their pedagogical practice during the use of Open Educational Resources (OER). The assumption of the study was that OERs have the potential to improve teachers’ pedagogical content knowledge and skills, as well as their networking and collaborative activities and impact on their professional practice. Ten (10) out of forty-two (42) primary school teachers, who participated in a training workshop focused on the use of OER, were purposively sampled to keep a reflective journal of their learning experiences and share the outcomes with their colleagues. Interviews were used in collecting data from the cohort. Using phenomenology as a methodology and content analysis as a tool for analyzing the data collected, the ‘stories’ of these teachers were analyzed manually and presented in a report at a seminar. The findings indicated that teachers acknowledged the added values that OER have had on their pedagogical practice; the influence that the new knowledge and skills have had on students' learning and the enthusiasm that students exhibited when active learning strategies were used in teaching. However, the reflective learning elements that teachers were expected to exhibit in their writing were lacking. The deep thinking and learning from their critical analysis of their experiences were not evident in their responses. It is recommended that sessions on reflective teaching, learning and writing should be incorporated into pre- and in-service teachers' training sessions. Skill building in reflective writing and learning should be introduced to teachers early in practice and during training for them to build the culture of reflection in teaching.</p>

Transformational Learning in Undergraduate Public Health Education: Course Design for Generation Z

2017 ◽  
Vol 4 (2) ◽  
pp. 95-100 ◽  
Author(s):  
Jolynn K. Gardner ◽  
Cynthia Ronzio ◽  
Anastasia Snelling
Keyword(s):  
Public Health ◽  
Health Education ◽  
Service Learning ◽  
Learning Strategies ◽  
Course Design ◽  
Public Health Education ◽  
Community Partner ◽  
Community Based ◽  
Generation Z ◽  
Undergraduate Public Health

Community partnerships provide an invaluable and practical teaching opportunity for undergraduate public health education programs. This is especially true when working with Generation Z students who desire meaningful, effective learning experiences. The continued strong interest of Generation Z undergraduates in public health and health promotion, combined with their skills and learning preferences, provides a strong rationale for utilization of community-based learning strategies. It could be argued, however, that programs must go beyond providing service learning and reflection opportunities. Indeed, experiential learning has come under criticism for lack of engagement with community-based organizations served by students and a lack of evidence on the quality or utility of the “services” provided. In this light, we constructed a transformational model of learning, where students complete tangible, timely projects with community partner organizations. In this model, all parties benefit: The students experience an often-profound learning opportunity through project execution; the community partners benefit from the skills, insight, time, and talents of the students; and the undergraduate program is able to assess a novel marker of student achievement—evaluation of a real-world application of public health skills and knowledge.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Building Capacity of the Public Health Education Workforce Through Partnerships: The Global Health Disparities CD-ROM Project

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

Identification of Current Best Practices for Short-term Medical Mission Trips and Adherence to Current Common Principles and Guidelines

2020 ◽  
Vol 7 (2) ◽  
pp. 67-82
Author(s):  
Susan Andrews
Keyword(s):  
Best Practices ◽  
Global Health ◽  
Language Proficiency ◽  
Survey Methodology ◽  
Healthcare Providers ◽  
Final Analysis ◽  
Short Term ◽  
Convenience Sample ◽  
Operational Practices ◽  
Descriptive Survey

Background:  Recent reviews of published guidelines for conducting short-term medical missions (STMM) identify significant concerns about the lack of adherence and of formal regulations concurrent with the increasing number of individuals and organizations participating in STMM. Method: A descriptive survey methodology was used. A 44-item survey that identifies current practices utilized by healthcare providers (HCP) who have participated in STMM was used based on the literature and prior research, and distributed electronically to HCP participating in STTM to identify current best practices and compare findings with the most recent recommendations for short-term global health activities. A focus on current operational practices was surveyed and analyzed to develop operational recommendations for the ethical and safe care provided during STMM. Results: Eighty-seven surveys were included in the final analysis, with 33% (N=29) serving as coordinators for the trip. The majority of the respondents were female (67%) and the primary roles represented were: MD (N=17; 20%), nurse practitioner (N=20; 23%), and registered nurse (N=18; 21%). A majority (N=48; 67%) traveled to South America or Latin America, with 38% (N=33) having participated in four or more STMM. Language proficiency was reported as deficient (N=35; 40%) along with little or no knowledge of the basic culture (N=39; 45%). Additional data were collected on trip preparation, clinic operations, and outcomes follow up. Conclusions: Using a convenience sample, the results of the survey provide information on the current best practices utilized by HCP who have participated in STMM and compare the findings to assess for adherence with the most recent recommendations for short-term global health activities. There was variation in the degree to which HCP were knowledgeable about specific aspects related to knowledge of local culture, language proficiency, and adherence to recommended practices for STMM. Additional research on STMM is needed, along with further exploration of how evidence based practices for STMM can be implemented to improve access and safety to the care provided while in the host country.

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

2021 ◽  
Author(s):  
Trisha Gupte ◽  
Field M. Watts ◽  
Jennifer A. Schmidt-McCormack ◽  
Ina Zaimi ◽  
Anne Ruggles Gere ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Writing To Learn ◽  
Chemistry Laboratory ◽  
Primary Data ◽  
Survey Analysis ◽  
Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

Environmental service-learning approach in higher education – a descriptive case study on student-led life cycle assessments of university cafeteria meals

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jonas Johannisson ◽  
Michael Hiete
Keyword(s):  
Higher Education ◽  
Life Cycle ◽  
Service Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Learning Approach ◽  
Graduate Course ◽  
Content Type ◽  
Descriptive Case Study

Purpose This study aims to share experiences of an easy to adapt service-learning approach in a graduate course on life cycle assessment (LCA). Specifically, it reports on how students helped the university’s cafeteria to assess meals by conducting an LCA for 25 meals and identifying environmental hotspots. Design/methodology/approach A descriptive case study of a graduate course at Ulm University is presented. The course included lectures and problem-based exercises, both theoretical and software assisted. A course evaluation was conducted during the course and one year after completion to poll improvement potentials, as well as its impacts on students’ everyday life. Findings It was found that although it was the first LCA for all students, the resulting LCA information of 25 different meals were homogeneous, comparable to the scientific literature and beneficial to the cafeteria’s sustainable development strategy. The concept of service-learning had a higher impact on students’ motivation than a good grade and active-learning is explicitly requested by students. The course design sensitized students to the real-life problems of LCA and made their consumption patterns more elaborate and ecological. Furthermore, this digitization of higher education could be carried out with only minor changes in the present COVID-19 pandemic situation. Originality/value As the subject of service-learning in natural sciences is still expandable, this study presents an easy to adapt case study on how to integrate such an approach into university curricula dominated by traditional learning. To the best of the authors’ knowledge, this case study presents the first published LCA university course explicitly describing and evaluating a service-learning approach. The topic touches the everyday lives of students, allows comparisons between different student groups, is easily scalable to different group sizes and credits, and supports learning both how to study in small groups and cooperation between groups to ensure comparability of LCA results.

Expanding CERC Beyond Public Health: Sharing Best Practices With Healthcare Managers via Virtual Learning

2008 ◽  
Vol 9 (4_suppl) ◽  
pp. 83S-87S ◽  
Author(s):  
Anne M. Hewitt ◽  
Susan S. Spencer ◽  
Rameshsharma Ramloll ◽  
Heidi Trotta
Keyword(s):  
Public Health ◽  
Best Practices ◽  
Risk Communication ◽  
Emergency Preparedness ◽  
Public Health Education ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Communication Model ◽  
Health Administration ◽  
The Impact

Developed by the Center for Disease Control and Prevention in 2002, the Crisis Emergency and Risk Communication (CERC) training module is a nationally and internationally recognized communication model. With the looming threat of a pandemic and the potential for a protracted ongoing siege, a valuable opportunity exists to introduce crisis and emergency preparedness communication best practices to a new population—health care managers and administrators. The CERC toolkit and resources, provide an easy, turn-key solution and a validated template for educators who are not directly involved in public health education but desire to share this content. In this example, graduate students enrolled in an Master of Health Administration program, used a Play2Train scenario, located in the virtual learning environment of SecondLife (2007), to incorporate concepts from the CERC model. By applying the CERC best practices in a real-time virtual learning scenario, students learned collaboration and the leadership competencies necessary to help implement Joint Commission on Accreditation of Health Organizations emergency communication protocols and community collaboration requirements. By expanding the impact of the CERC model and developing unified risk communication responses and information sharing, all health professionals can enhance the effectiveness of their emergency preparedness plans so that the public can be better served.

scholarly journals Assisting Students Learning Experiences Using an Augmented Reality Model Framework

2020 ◽  
pp. 146-151
Author(s):  
Rommel E. Balcita ◽  
◽  
Thelma D. Palaoag
Keyword(s):  
Augmented Reality ◽  
Learning Strategies ◽  
Teaching Strategy ◽  
Learning Experiences ◽  
Ar Model ◽  
Model Framework ◽  
Real Objects ◽  
Frequent Response ◽  
Statistical Mode ◽  
Learning Through Experience

In learning through experience there are so many techniques that can be used in order to learn and master skills. Strategies used for learning may be in the form of presentation, multimedia, simulation or hands-on. Others might prefer combination of strategies both being able to hear and/or see the actual or real object of machines, tools or equipment. There are advanced visual technologies available in the internet to choose from but most are not designed to the learning process in a school. Augmented reality is an emerging advance technology that shows a lot of use and opportunity as a tool for learning and enhancing experience. AR can simulate real objects into models that be used for education. This study aims to experiment on an AR engine created using the AR model framework to enhance the learning experiences of students in the different learning strategies used in this study. The experiment is focused to find the significant differences of not having and having an AR model into the learning/teaching strategy. To analyze the data frequency, statistical mode is used to find the most frequent response to interpret the nominal and ordinal categories of the variables. The results of using the AR model framework significantly improved the learning experiences of the participants.

scholarly journals A Framework for Protecting Pregnant Women in the Era of COVID-19 Pandemic

2021 ◽  
Vol 10 (1) ◽  
pp. 109-112
Author(s):  
Deepa Dongarwar ◽  
Veronica Ajewole ◽  
Kiydra Harris ◽  
Emmanuella Oduguwa ◽  
Theresa Ofili ◽  
...  
Keyword(s):  
Open Access ◽  
Severe Acute Respiratory Syndrome ◽  
Best Practices ◽  
Global Health ◽  
Pregnant Women ◽  
Original Work ◽  
Creative Commons ◽  
New Challenges ◽  
Work First ◽  
Open Access Article

The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), the causative agent for the coronavirus disease 2019 (COVID-19) pandemic, highlighted and compounded problems while posing new challenges for the pregnant population. Although individual organizations have provided disparate information, guidance, and updates on managing the pregnant population during the current COVID-19 pandemic, it is important to develop a collective model that highlights all the best practices needed to protect the pregnant population during the pandemic. To establish a standard for ensuring safety during the pandemic, we present a framework that describes best practices for the management of the pregnant population during the ongoing COVID-19pandemic.   Copyright © 2021 Dongarwar, et al. Published by Global Health and Education Projects, Inc. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in this journal, is properly cited.

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