scholarly journals Aloha Undergraduates: Development and Application of Local & Indigenous Topics into an Undergraduate Public Health Curriculum

2019 ◽  
Vol 7 ◽  
Author(s):  
Denise C. Nelson-Hurwitz ◽  
Lisa Kehl ◽  
Kathryn L. Braun
Keyword(s):  
Public Health ◽  
Health Curriculum ◽  
Undergraduate Public Health

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 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.

A comparative study of community medicine and public health curriculum at medical schools in Iran and North America

2021 ◽  
Vol 10 (1) ◽  
pp. 19-19
Author(s):  
Tahereh Changiz ◽  
Mahasti Alizadeh
Keyword(s):  
Public Health ◽  
North America ◽  
Comparative Study ◽  
General Medicine ◽  
Medical Schools ◽  
The United States ◽  
Community Medicine ◽  
Center Staff ◽  
Health Curriculum ◽  
Spiral Curriculum

Background: Community medicine and public health are the core subjects in medical education. One of the main competencies of general physicians in the national curriculum is having knowledge and skills in health promotion and disease prevention in the health system. Any curriculum revision in community medicine departments needs to incorporate the evidence and use pioneer countries’ experiences in this issue. This study aims to compare community medicine and public health courses in medical schools between Iran and selected universities in North America. Methods: The elements of a community medicine curriculum for medical students were compared in a descriptive-comparative study using the Bereday model. These elements included objectives and competencies, educational strategies, teaching and learning methods, assessment, and educational fields in a community medicine curriculum in Iran and in selected universities in North America. A literature search was conducted in CINAHL, SCOPUS, MEDLINE, Web of Science, EBSCO, and on university websites. Results: Essential aspects of community-based strategies among community medicine and public health curriculum of general medicine in universities in Canada and the United States included a longitudinal approach, training in urban and rural primary care centers, teaching by family physicians and health center staff, a spiral curriculum, focus on social determinants of health, taking of social and cultural histories and social prescriptions, learning teamwork, and using LIC (Longitudinal Integrated Curriculum). Conclusion: The objective of community medicine and public health curriculum in selected North American universities was to prepare general practitioners who work in Level 2 and 3 hospitals and to improve their skills to provide high-quality services to the community. Some of the successful points in the selected universities that could be replicated in Iranian faculties of medicine included using integration strategy, a spiral curriculum, and an LIC approach.

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