Situation of study (SoS) on health education implemented in a co-creation (CoC) process

Abstract

Situation of study (SoS) has been reported as an excellent strategy to promote students’ significant learning. This work intended to demonstrate how a SoS on health education (“Knowing cancer: a way to life”) can be implemented within the co-creation (CoC) framework. The study was carried out in a middle school, with the participation of five groups: students (14-15 years old), teachers, future teachers, university teacher trainers and health professionals. The 10 activities were carried out in school and outdoors for five months, undergoing a process of self-reflexive cycle: “reflecting and planning”, “acting and observing”, and “analyzing and reflecting”. Transcripts of debates and of students’ and teachers’ texts were subject to content analysis. This study on a topic of health education demonstrated that the Situation of Study implemented in a co-creation process was very efficient for students to develop significant learning.

How can we promote co-creation in communities? The perspective of health promoting professionals in four European countries

“…, 2015; Whitehead et al. , 2003; Carvalho et al , 2021) and to the health sector (Dean et al , 2016; den Boer et al , 2017; Greenhalgh and Shaw, 2016; Ramírez and García-Peñalvo, 2018; Voorberg et al , 2015; World Health Organization, 2013). In both contexts, students (Pinar et al.…”

“…In both contexts, students (Pinar et al. , 2011; Carvalho et al , 2021) and patients/clients (den Boer et al , 2017; Greenhalgh and Shaw, 2016) are the “customers” (i.e. targeted end-users) in the co-creation process.…”

“…The dialogue within this participatory process stimulates the exchange of knowledge to solve issues of mutual interest to meet needs and expectations (Pinar et al, 2011;Ribeiro et al, 2016). This business co-creation concept has been introduced and adapted to the education sector (Pinar et al, 2011;Ribes-Giner et al, 2016;Voorberg et al, 2015;Whitehead et al, 2003;Carvalho et al, 2021) and to the health sector (Dean et al, 2016;den Boer et al, 2017;Greenhalgh and Shaw, 2016;Ram ırez and Garc ıa-Peñalvo, 2018;Voorberg et al, 2015;World Health Organization, 2013). In both contexts, students (Pinar et al, 2011;Carvalho et al, 2021) and patients/clients (den Boer et al, 2017;Greenhalgh and Shaw, 2016) are the "customers" (i.e.…”