Back to what? What STEM and Health teaching academics learnt from COVID-19

The COVID-19 pandemic brought about an era of innovation in higher education that was extraordinary both in its scale and suddenness. Our study, carried out in STEM and Health disciplines of a multicampus Victorian university, asked the teaching academics in the eye of this storm to reflect on what they had learnt from this experience. In particular, we asked what had worked, what had not worked, what they planned to retain in their teaching post-COVID-19, and what they would be relieved to discard. Above all, we found the experience of COVID-19 learning and teaching to be highly variegated. Academics reported some online activities which were predominantly successful, others which were predominantly unsuccessful, and still others for which the experience was quite different, depending on the context. Our data suggest that future learning and teaching policy should allow for discipline and cohort nuances and cannot be one-size-fits-all.

Engaging in Anti-Oppressive Public Health Teaching: Challenges and Recommendations

Introduction. Public health students are not systematically trained how positionality and power impact public health practice. A grounding in anti-oppression equips practitioners with tools to recognize the impact of present and historical contexts, foster critical self-reflection, and address systems of oppression. The goal of this study was to gather evidence of how anti-oppression is incorporated in public health teaching. Method. Purposive sampling was used to identify public health faculty who engage in anti-oppressive practice across accredited schools of public health espousing an explicit commitment to social justice. Semistructured in-depth interviews were conducted between January and April 2020 via Zoom; analyses were informed by constructivist grounded theory. Results. Twenty-six faculty from eight schools of public health and one school of medicine participated. Participants highlighted challenges in and techniques on how to engage in anti-oppressive teaching. Three overarching methods for incorporating anti-oppressive principles in pedagogy were identified: facilitating critical consciousness, creating equitable and mindful classrooms, and discussing historical context and systems of oppression, alongside discussing challenges associated with using an anti-oppressive lens in teaching. Conclusions. Anti-oppression is an explicit framework that can be incorporated in training future public health practitioners to work toward dismantling systems of oppression through addressing issues of power and privilege. Findings from this study indicate that faculty are interested in and engage in anti-oppressive teaching but lack consistent training and institutional support. This study offers tools that faculty can employ in the classroom toward practicing anti-oppressive public health pedagogy.

Pendidikan Kesehatan Gigi Berbasis Alat Peraga Untuk Meningkatkan Peranan Guru TK Dalam Pencegahan Karies Gigi

ABSTRAK Masalah kesehatan gigi yang sering terjadi pada anak usia sekolah yaitu karies. Kurangnya pengetahuan mengenai kesehatan gigi menyebabkan tingginya angka karies pada anak. Anak pada usia sekolah cenderung akan mencontoh perilaku gurunya, sehingga guru dapat berperan dalam meningkatkan pengetahuan kesehatan gigi pada anak usia sekolah. Pada masa pandemi ini, terdapat keterbatasan dalam memberikan edukasi secara langsung di lingkungan sekolah. Tujuan kegiatan ini yaitu dengan pemberian edukasi kepada guru mengenai kesehatan gigi, sehingga dapat meningkatkan pengetahuan para guru dan diharapkan para guru dapat menjadi penggerak dalam meningkatkan pengetahuan mengenai kesehatan gigi pada anak usia sekolah. Metode penyuluhan dilakukan dengan pemberian materi dalam bentuk presentasi power point secara daring melalui aplikasi zoom dan penggunaan alat peraga kesehatan gigi. Hasil penyuluhan menunjukkan adanya peningkatan pengetahuan mengenai kesehatan gigi. Setelah dilakukan penyuluhan dengan metode ini, dapat disimpulkan bahwa alat peraga dianggap efektif dalam membantu keberhasilan pendidikan kesehatan gigi serta meningkatkan pemahaman dan antusias para guru TK. Kata kunci: kesehatan gigi, alat peraga, guru TK, karies gigi ABSTRACT A dental health problem that often occurs in school-age children is caries. Lack of knowledge about dental health causes high caries rates in children. Children at school age tend to imitate the behavior of their teachers so that teachers play a role in increasing knowledge of dental health in school-age children. During this pandemic, there are limitations to providing education directly in the school environment. The aim of this activity is to provide education to teachers about dental health. So that it can increase the knowledge of teachers and it is hoped that teachers can be a pioneer in increasing knowledge about dental health in school-age children. The method was carried out by providing material in the form of an online powerpoint presentation through zoom application and the use of dental health teaching aids. The result of this activity showed an increase in knowledge about dental health. After conducting counseling, it can be concluded that the use of teaching aids is effective in contributing to the success of dental health education and increasing the understanding and enthusiasm of kindergarten teachers. Keywords : dental health, teaching aids, kindergarten teachers, dental caries

Evidence of validity for a Health Teaching Skills Scale

There are few studies found in the literature that analyze the university professor duties, specifically in the area of health. The purpose of this article was to describe the construction of a scale to evaluate the importance of health teaching skills and to seek evidence of validity using factorial (exploratory and confirmatory) analyzes based on the internal structure. The sample was composed by university students of Nursing and Medical courses (n = 315). The results indicated the presence of 4 factors that remained in the model after performing the confirmatory factorial analysis, which are: use of information and communication technologies in teaching (13 items, α = 0,87); Teaching in practical health scenarios (10 items, α = 0,81); Interpersonal relationship (6 items, α = 0,89); and Didactics (5 items; α = 0,63). We concluded that the instrument has initial evidence of validity and may be applicable in studies to diagnose the learning needs of university professors.

UK and Ireland survey of MPharm student and staff experiences of mental health curricula, with a focus on Mental Health First Aid

Background One in four people experience a mental health problem every year and improving mental health care is an international priority. In the course of their work, pharmacists frequently encounter people with mental health problems. The experience of mental health teaching, including Mental Health First Aid (MHFA) training, in undergraduate pharmacy (MPharm) students in the UK and Ireland is not well documented. Students’ viewpoints, contextualised with curricular overviews provided by staff, were analysed to understand their experience. Methods An anonymous, online questionnaire was distributed to MPharm students and staff in the UK and Ireland. Students were asked closed questions regarding their course and exposure to MHFA, which were analysed using descriptive statistics. Open questions were included to enable explanations and these data were used to contextualise the quantitative findings. One member of staff from each university was invited to answer a modified staff version of the questionnaire, to provide a curriculum overview and staff perspective. Results 232 students and 13 staff, from 22 universities, responded. Three-quarters of students did not agree with the statement that ‘mental health was embedded throughout the MPharm’. Most students (80.6%) stated that they were taught neuropharmacology whilst 44.8% stated that their course included communicating with people about their mental health. One-third (33.2%) of students stated that their degree ‘adequately prepared them to help people with their mental health’. Twenty-six students (11.6%) had completed MHFA training of which 89% would endorse inclusion of this within the MPharm. Of those who had not completed the training, 81% expressed a desire to do so. Those who completed MHFA training self-reported greater preparedness than those who did not, but student numbers were small. Conclusions Mental health teaching for pharmacy undergraduates is more focussed on theoretical aspects rather than applied skills. MHFA was viewed by students as one way to enhance skill application. The association of the increased self-reported preparedness of those who completed MHFA could be confounded by a positive environmental cultural. MPharm programmes need sufficient focus on real-world skills such as communication and crisis response, to complement the fundamental science.

Teaching Professionalism in undergraduate Medical Education

For the last many years, there have been speedy and far-reaching changes in health teaching. [1] Numerous innovative approaches of teaching professionalism have been established and executed since 1950’s and engrossed on medical expertise. In this paper, we will observe teaching professionalism in health teaching, detailing the usages and tasks associated with diverse methods. The developments in bio medical technologies and skills have been primed to advance of teaching professionalism tools that expand the assessment of expertise. Objective: To observe the Teaching Professionalism in undergraduate medical education in BADMC Multan Methodology: A cross sectional survey was conducted at BAMDC Multan from January 2020 to June 2020 after obtaining ethical approval from ECB. The data was collected through convenience sampling technique from 50 health educators teaching anatomy, medicine, Surgery and Gyane & Obs. to undergraduate students by using unidentified questionnaire. Consent was taken from all participants before data collection. Data was entered and analyzed by using SPSS 21. Results: Of the 50 health educators, 46 (92%) reacted to the main phase of the overview, 48 (96%) of medical educators have sound mentalities about their jobs and responsibilities, 42 (84 %) having disintegration of clinical polished methodology, 44 (80 %) have clinical instructors ethicists- subjecting one's personal responsibility to the interest of patients, 50 (100 %) sticking to high moral and good guidelines, 40 (80 %)responding to cultural necessities, 48 (96%) displaying center humanistic qualities (e.g., compassion, uprightness, benevolence, dependability), 50 (100%) can design demonstrable, 46 (92 %) have duplicates of educational plan materials utilized in courses identified with polished skill, 48 (96 %) use Simulations ,22 (44 %) can use Computer-based simulation, 40 (80 %) can create case generation techniques. Conclusion & Recommendations: From this study, it is concluded that only 22 health educators (44 %) can use Computer-based simulation, 40 (80 %) can create case generation techniques, 40 (80 %) responding to cultural necessities, 42 (84 %) having disintegration of clinical polished methodology that is very low bench mark in teaching professionalism. Extra exploration is needed, mainly if the teaching professionalism is used to make high stick verdicts (e.g., elevation and authorization). Key Words: Health Educators, Ethical Committee Board, Bakhtawar Amin Medical & Dental College, Multan

Empower women: examining the feasibility of using a 360° digital-first magazine as a health teaching and knowledge translation tool for millennial women

Worldwide, women experience inequities in health due to unfair relations of power and control over their lives (Women and Gender Equity Knowledge Network, 2007). This is especially true in the area of women’s health (Husoy-Onarheim, Iversen, & Bloom, 2016; Perry, 2012). As healthcare shifts to a health promotion model, women are being empowered through the facilitation of health literacy and informed decision-making (Wuest, Merritt-Gray, Berman, & Ford-Gilboe, 2002; Leaffer & Mickelberg, 2006). In recent years, digital media has become one of the primary ways millennial women access health information (Allison, et al., 2012). Yet there are limited resources that are accurate, engaging and easy to understand (Allison, et al., 2012; Calvillo, Roman, & Roa, 2013). This project examined the feasibility of using a digital magazine as a health teaching and knowledge translation tool for millennial Canadian women. The result of this project was a pilot 360° magazine experience designed to engage millennial women in discussions about taboo health topics.

Empower women: examining the feasibility of using a 360° digital-first magazine as a health teaching and knowledge translation tool for millennial women

Worldwide, women experience inequities in health due to unfair relations of power and control over their lives (Women and Gender Equity Knowledge Network, 2007). This is especially true in the area of women’s health (Husoy-Onarheim, Iversen, & Bloom, 2016; Perry, 2012). As healthcare shifts to a health promotion model, women are being empowered through the facilitation of health literacy and informed decision-making (Wuest, Merritt-Gray, Berman, & Ford-Gilboe, 2002; Leaffer & Mickelberg, 2006). In recent years, digital media has become one of the primary ways millennial women access health information (Allison, et al., 2012). Yet there are limited resources that are accurate, engaging and easy to understand (Allison, et al., 2012; Calvillo, Roman, & Roa, 2013). This project examined the feasibility of using a digital magazine as a health teaching and knowledge translation tool for millennial Canadian women. The result of this project was a pilot 360° magazine experience designed to engage millennial women in discussions about taboo health topics.