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.

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.

scholarly journals Planning to Practice: Developing Partnership-Building Skills Across the Curriculum

2018 ◽  
Vol 5 (1) ◽  
pp. 24-29
Author(s):  
Wendy Madsen ◽  
Lisa Bricknell ◽  
Erika Langham ◽  
Catherine O’Mullan ◽  
Anthea Oorloff ◽  
...  
Keyword(s):  
Public Health ◽  
Best Practice ◽  
Cognitive Apprenticeship ◽  
Health Practice ◽  
Limited Evidence ◽  
Ability To Work ◽  
Knowledge And Skills ◽  
Health Curriculum ◽  
Apprenticeship Model ◽  
Undergraduate Public Health

The ability to work in effective collaborations has long been a foundation of health promotion and environmental health practice and, more recently, has been explicitly identified in international accreditation competencies. While limited evidence is available on strategies to teach these skills within single courses, there are no guidelines on best practice, or how to develop the skills across a curriculum. In this article, we demonstrate the scaffolding of partnership building knowledge and skills across an undergraduate public health curriculum through the application of the cognitive apprenticeship model. Using a fading concept, students move from staff-directed to independent practitioners in the development and demonstration of partnership building skills. The model offers an example of cross-program scaffolding for skills that could be adapted to other competencies, disciplines, and contexts.

Engaging Undergraduate Public Health Students Through a Textbook Creation Project

2020 ◽  
pp. 237337992096241
Author(s):  
Jessica Sloan Kruger ◽  
Christopher Hollister
Keyword(s):  
Public Health ◽  
Future Research ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Final Version ◽  
Primary Motivation ◽  
Course Content ◽  
Health Course ◽  
Research Questions ◽  
Undergraduate Public Health

This study examines students’ perceptions of an open pedagogy experiment in which they created their own textbook for an undergraduate public health course. The lead author’s primary motivation for developing this assignment was the high cost associated with the traditional textbooks that were otherwise needed to cover the breadth of subject matter in the course. The resulting open textbook included 19 chapters, covering all the required components of the course, and the final version was published in a statewide open educational resource repository. Students provided feedback about this undertaking by way of an end-of-term survey. The results showed high percentages of students who associated the textbook creation project with greater engagement and satisfaction than the passive use of traditional textbooks. Students also reported their perception of a learning benefit related to the creation of course content. Pedagogical implications of this study are discussed, and future research questions are proposed.

scholarly journals Assessing pre-service teachers’ professional identity construction in a three-phase teacher education program in Iran

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Fariba Haghighi Irani ◽  
Azizeh Chalak ◽  
Hossein Heidari Tabrizi
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Identity Construction ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Critical Role ◽  
Assessment Tools ◽  
Problem Solving Skills

Abstract The critical role of teachers suggests that assessing teacher identity construction helps teacher educators understand the changes in teachers and design materials in harmony with their needs in teacher education programs. However, only a few studies have focused on assessing pre-service teachers’ identity in the long term in Iran. To address this gap, the contribution of a pre-service teacher education program consisting of three phases, namely engage, study, and activate to the professional identity construction of eight pre-service teachers in an institute in Tehran was assessed. Pre-course and post-course interviews, two reflective essays, ten observation notes, and two teaching performances were gathered over a year and analyzed as guided by grounded theory and discourse analysis. Findings revealed two significant changes in the participants’ identities when they transitioned from engage to study and from study to activate phases that yielded study phase as the peak of the changes. Overall, three major shifts were identified in the participants’ identities: from a commitment to evaluation towards a commitment to modality, from one-dimensional to multi-dimensional perceptions, and from problem analysis to problem-solving skills. Current findings may facilitate teacher identity construction by designing local programs matching the needs of pre-service teachers. It may also assist teacher educators by assessing the quality of teachers’ performance and developing teacher assessment tools.

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