Practice-Based Teaching Model for Undergraduate Public Health Students: Partnership for Exercise Is Medicine on Campus Initiative

2020 ◽  
pp. 237337992093546
Author(s):  
Cynthia Kratzke ◽  
Olivia DeLeon ◽  
Satya Rao
Keyword(s):  
Public Health ◽  
Course Design ◽  
Academic Preparation ◽  
College Campus ◽  
Lessons Learned ◽  
Successful Implementation ◽  
Health Administration ◽  
Activity Awareness ◽  
Undergraduate Public Health ◽  
And Training

The practice-based teaching (PBT) pedagogical approach is vital to prepare students to learn collaboratively how to solve real-world complex public health problems. Despite evidence of the new PBT approach in graduate public health courses, little is known about the development of PBT in undergraduate public health courses. The purpose of this article is to describe an undergraduate course design using PBT, offer suggestions for using the effective PBT STEPS (Securing Partnerships, Technology and Training, Engagement and Implementation, Presenting Deliverables, Sizing Up Results) framework, and explain lessons learned. The experiences are based on 4 years of successful implementation of the PBT course project, Exercise Is Medicine on Campus (EIM-OC) initiative. The college campus is a promising setting to promote EIM-OC and physical activity awareness. Undergraduate public health students in the Health Administration of Programs course partnered with the campus Wellness, Alcohol and Violence Education Program for the fall initiative. We used the comprehensive PBT STEPS framework in planning the EIM-OC. The evaluation included the number of participants at the Chancellor Walk and activity stations and student reflective writing papers. The findings suggest the effectiveness of PBT pedagogy for faculty to redesign an existing course. Students gain a deeper understanding of campus health and health topics. Faculty can guide students and empower them for working with partners to think, act, and practice like professionals during academic preparation.

What Elephant? Pedagogical Approaches to Addressing Stigma Toward Mental Disorders in Undergraduate Public Health Education

2020 ◽  
pp. 237337992092287
Author(s):  
Briana Mezuk ◽  
Belinda Needham ◽  
Kevin Joiner ◽  
Daphne Watkins ◽  
Sarah Stoddard ◽  
...  
Keyword(s):  
Public Health ◽  
Mental Health ◽  
Mental Disorders ◽  
Mental Health Problems ◽  
Public Mental Health ◽  
Population Level ◽  
Public Health Education ◽  
Lessons Learned ◽  
Undergraduate Public Health ◽  
Pedagogical Approaches

In the past decade, the number of undergraduate public health programs has increased exponentially. This growth provides a unique opportunity to explore concepts and issues relevant to understanding the determinants of health at a population level using new pedagogical approaches. One of these issues is stigma toward mental disorders. Stigma is a concept that refers to a feature or characteristic that reduces, devalues, and disempowers a person. Given the prevalence of mental and substance use disorders among college students, undergraduate education is an important setting for attempting to address stigmatizing attitudes both for society at large and for faculty, staff, and students, including those experiencing mental health problems. This article describes an effort to develop an undergraduate course in public mental health that explicitly addresses the ways stigma shapes student understanding of this topic and discusses lessons learned from this experience.

Teaching Social Determinants of Health in an Undergraduate Elective Course on Public Health Through Peer Wellness Coaching, Documentaries, and Self-Reflection

2016 ◽  
Vol 3 (2) ◽  
pp. 100-107 ◽  
Author(s):  
Bernice Raveche Garnett
Keyword(s):  
Public Health ◽  
Social Determinants Of Health ◽  
Social Determinants ◽  
Lessons Learned ◽  
Determinants Of Health ◽  
Self Reflection ◽  
Wellness Coaching ◽  
The Social ◽  
Elective Course ◽  
Undergraduate Public Health

Although there has been a surge of recommendations and best practices for developing undergraduate public health curricula, nascent research and national recommendations provide limited concrete guidance on evidence-based curricula practices to use and teach the social determinants of health framework to undergraduate students. This descriptive practice article will briefly describe the curriculum and instructional practices of a public health elective course within a U.S. university with a newly offered graduate program in public health but no formal undergraduate public health program of study and will specifically address some of the challenges and lessons learned in teaching the social determinants of health to ensure that the undergraduate student is “becoming an educated citizen.” To ensure that students are grounded, the social–ecological model is used weekly in class lectures and exercises to provide a visual framework through which the social determinants of health, starting at the individual level, can be illustrated through the various nested ecological systems of the model. Pedagogical approaches to using and addressing social determinants of health and health disparities include documentaries, peer wellness coaching, student engagement, and critical self-reflection. Student feedback and lessons learned are provided.

scholarly journals Theory-Informed Course Design: Applications of Bloom’s Taxonomy in Undergraduate Public Health Courses

2020 ◽  
pp. 237337992097968
Author(s):  
Jennifer A. Callaghan-Koru ◽  
Anushka R. Aqil
Keyword(s):  
Public Health ◽  
Course Design ◽  
Bloom's Taxonomy ◽  
Public Health Workforce ◽  
Problem Analysis ◽  
Bloom’S Taxonomy ◽  
Competency Models ◽  
Public Health Challenges ◽  
Continued Learning ◽  
Undergraduate Public Health

The public health workforce needs an array of knowledge and skills to effectively address current and future public health challenges. While existing competency models establish educational objectives for public health degree programs, there is insufficient guidance on how academic programs should develop these competencies, and workforce assessments continue to identify skills gaps in areas such as critical thinking and problem analysis. In this article, we describe an approach for designing undergraduate public health courses based on the hierarchy of cognitive processes in Bloom’s taxonomy. Course activities are sequenced to provide students with opportunities to attain increasing mastery of course concepts and analytical skills, from remembering new concepts to applying them in case studies and creating original analyses and proposals. This simple approach has been applied to three separate courses taught by multiple instructors over 3 years and has received positive feedback from students. By explicitly communicating the theoretical basis for course activities, this approach also promotes metacognitive knowledge in students that can foster their continued learning success.

Pedagogical Practices Shaping Professional Identity in Public Health Programs

2020 ◽  
pp. 237337992097753
Author(s):  
Cindy Kratzke ◽  
Carol Cox
Keyword(s):  
Public Health ◽  
Professional Identity ◽  
Critical Role ◽  
Academic Preparation ◽  
Early Career ◽  
Pedagogical Practices ◽  
Health Curriculum ◽  
Curriculum Redesign ◽  
Undergraduate Public Health ◽  
Innovative Curriculum

University academic preparation plays a critical role in guiding undergraduate public health students shape their professional identity (PI) and demonstrate professionalism in their transition to work environments. PI is an understanding of profession-related connections, characteristics, roles, values, standards, and culture continuing over time. Despite evidence supporting PI learning across medicine, nursing, or pharmacy, little is known about public health pedagogic and curricular approaches as important concepts to support PI learning. There is a need for an innovative curriculum redesign to include planning PI experiences, teaching professionalism across courses, and supporting students as they become early career professionals. By acquiring new knowledge and applying those skills during the undergraduate public health courses, students develop a commitment to and pride in their chosen profession. This article gives an overview of PI, provides a PI conceptual framework, and offers 10 suggestions on how to advance PI effectively in the redesigned public health curriculum.

scholarly journals Lessons Learned From a Decade of Focused Recruitment and Training to Develop Minority Public Health Professionals

2011 ◽  
Vol 101 (S1) ◽  
pp. S188-S195 ◽  
Author(s):  
Matthew W. Kreuter ◽  
Deidre J. Griffith ◽  
Vetta Thompson ◽  
Ross C. Brownson ◽  
Stephanie McClure ◽  
...  
Keyword(s):  
Public Health ◽  
Health Professionals ◽  
Lessons Learned ◽  
Public Health Professionals ◽  
And Training

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.

Engaging pharmacogenomics in pain management and opioid selection

2021 ◽  
Author(s):  
David R Bright ◽  
Natasha Petry ◽  
Eric Roath ◽  
Tyler Gibb
Keyword(s):  
Public Health ◽  
Ethical Issues ◽  
Economic Research ◽  
Successful Implementation ◽  
Opioid Misuse ◽  
Opioid Use ◽  
Health Crisis ◽  
Public Health Crisis ◽  
And Training ◽  
Legal And Ethical Issues

Opioid misuse and mismanagement has been a public health crisis for several years. Pharmacogenomics (PGx) has been proposed as another tool to enhance opioid selection and optimization, with recent studies demonstrating successful implementation and outcomes. However, broad engagement with PGx for opioid management is presently limited. The purpose of this Perspective is to highlight a series of barriers to PGx implementation within the specific context of opioid management. Areas of advancement needed for more robust pharmacogenomic engagement with opioids will be discussed, including clinical and economic research needs, education and training needs, policy and public health considerations, as well as legal and ethical issues. Continuing efforts to address these issues may help to further operationalize PGx toward improving opioid use.

A Qualitative Examination of User Perceptions of User-Driven and App-Controlled Hearing Technologies

2019 ◽  
Vol 28 (4) ◽  
pp. 993-1005 ◽  
Author(s):  
Gitte Keidser ◽  
Nicole Matthews ◽  
Elizabeth Convery
Keyword(s):  
Hearing Aids ◽  
Care Delivery ◽  
Hearing Aid ◽  
New Technology ◽  
Successful Implementation ◽  
Semistructured Interview ◽  
User Perceptions ◽  
Template Analysis ◽  
Training And Support ◽  
And Training

Purpose The aim of this study was to examine how hearing aid candidates perceive user-driven and app-controlled hearing aids and the effect these concepts have on traditional hearing health care delivery. Method Eleven adults (3 women, 8 men), recruited among 60 participants who had completed a research study evaluating an app-controlled, self-fitting hearing aid for 12 weeks, participated in a semistructured interview. Participants were over 55 years of age and had varied experience with hearing aids and smartphones. A template analysis was applied to data. Results Five themes emerged from the interviews: (a) prerequisites to the successful implementation of user-driven and app-controlled technologies, (b) benefits and advantages of user-driven and app-controlled technologies, (c) barriers to the acceptance and use of user-driven and app-controlled technologies, (d) beliefs that age is a significant factor in how well people will adopt new technology, and (e) consequences that flow from the adoption of user-driven and app-controlled technologies. Specifically, suggested benefits of the technology included fostering empowerment and providing cheaper and more discrete options, while challenges included lack of technological self-efficacy among older adults. Training and support were emphasized as necessary for successful adaptation and were suggested to be a focus of audiologic services in the future. Conclusion User perceptions of user-driven and app-controlled hearing technologies challenge the audiologic profession to provide adequate support and training for use of the technology and manufacturers to make the technology more accessible to older people.

Dealing with COVID-19: lessons learned from the Italian experience

Coronaviruses ◽  
2020 ◽  
Vol 01 ◽  
Author(s):  
Silvana Mirella Aliberti ◽  
Francesco De Caro ◽  
Giovanni Boccia ◽  
Rosario Caruso ◽  
Mario Capunzo
Keyword(s):  
Public Health ◽  
Risk Assessment ◽  
Lessons Learned ◽  
Coherent System ◽  
Effective Response ◽  
Medical Practitioners ◽  
Italian Experience ◽  
Rapid Spread ◽  
Public Health Officials ◽  
Future Plans

: Italy was the first western nation affected by the pandemic and was observed as a pilot case in the management of the new coronavirus epidemic. The outbreak of COVID-19 disease has been very difficult in Italy, on June 25, 2020 there are 239,821 total cases of which 33,592 deaths nationwide. Three lessons emerged from this experience that can serve as a blueprint to improve future plans for the outbreak of viruses. First, early reports on the spread of COVID-19 can help inform public health officials and medical practitioners in effort to combat its progression; second, inadequate risk assessment related to the urgency of the situation and limited reporting to the virus has led the rapid spread of COVID-19; third, an effective response to the virus had to be undertaken with coherent system of actions and simultaneously.

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