scholarly journals Learn by Doing: A Model for Incorporating High-Impact Experiential Learning Into an Undergraduate Public Health Curriculum

2019 ◽  
Vol 7 ◽  
Author(s):  
Margaret L. Chorazy ◽  
Kimberly S. Klinedinst
Keyword(s):  
Public Health ◽  
Experiential Learning ◽  
High Impact ◽  
Health Curriculum ◽  
Learn By Doing ◽  
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.

Redesigning an Undergraduate Global Health Course to Increase Student Engagement and Incorporate High-Impact Educational Practices

2020 ◽  
pp. 237337992097439
Author(s):  
Denise C. Nelson-Hurwitz ◽  
Thomas H. Lee
Keyword(s):  
Public Health ◽  
Student Engagement ◽  
Global Health ◽  
Student Performance ◽  
Student Development ◽  
High Impact ◽  
Educational Practices ◽  
Global Learning ◽  
Health Course ◽  
Undergraduate Public Health

In many undergraduate public health programs, global health is an introductory course encountered early in the curriculum. At the University of Hawai‘i at Mānoa, the undergraduate global health course reinforces introductory content within a global health framework while building skills in preparation for upper-division work. The global health course was completely redesigned in January 2018 to increase student engagement and incorporate high-impact educational practices, including experiential learning opportunities, diversity/global learning, and collaborative assignments. New activities incorporated include a water carrying exercise to simulate efforts required for the billions of people worldwide who manually transport water for daily use and a model United Nations scenario-based activity based on a writing assignment proposing an international policy from the position of a selected country. Incorporation of relatively brief written assignments early in the undergraduate public health curriculum additionally serves to support student development of written communication skills throughout the program and helps in early identification of students who may need additional support in writing skills. Assessment of the new course was conducted through student feedback, student performance on assignments, and student growth/development throughout the course. Through successful course redesign students emerge excited about international opportunities for public health practice and with a greater empathy for global citizens living abroad.

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.

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