Enhancing Graduate Practicum Project Development and Selection at Schools of Public Health: A Case Study

Cribbs, Kristen; Lynch, Susanna K.; LaMonica, Marita; Amadi, Chioma; Joshi, Ashish

doi:10.1177/2373379919842232

Cited by 3 publications

(3 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…(Meredith et al, 2020, p. 91). To develop and demonstrate such competencies, students need to have opportunities to bridge theory and practice in authentic contexts through experiential and hands-on learning projects, such as community engagement or service-learning projects (Anderson et al, 2020;Gakh, 2020;Cribbs et al, 2020;Hou, 2009;Pendergrast 2020;Rhodes et al, 2020).…”

Section: Competency-based Educationmentioning

confidence: 99%

Faculty as Designers of Authentic Learning Projects in Online Courses

Abramenka‐Lachheb

Özoğul²

2022

OLJ

View full text Add to dashboard Cite

This study investigated similarities and differences in faculty’s interpretation of authentic learning and how their interpretations were manifested into their design and implementation practices in competency-based, fully online courses. From a theoretical perspective, designing for authentic learning calls for a holistic approach, which considers various aspects, such as real-world relevance, personal meaningfulness, authentic assessment, disciplinary authenticity, and teacher authenticity. In terms of similarities across participants in this study, most faculty interpreted authentic learning as including “real-world” characteristics -- that is, authentic learning is a type of learning that is situated in real-world contexts and is relevant to learners’ future careers. In terms of differences, only a few participants emphasized that authentic learning requires removing the dichotomy of a hierarchical classroom environment based on the principles of co-learning. The findings of this study also highlighted examples of authentic learning and challenges associated with implementing authentic learning in competency-based online courses. The study further provides implications for future research and practice.

show abstract

Section: Competency-based Educationmentioning

confidence: 99%

Faculty as Designers of Authentic Learning Projects in Online Courses

Abramenka‐Lachheb

Özoğul²

2022

OLJ

View full text Add to dashboard Cite

show abstract

“…Over the last two decades, experiential learning has become increasingly popular in public health courses and programs due to its known effectiveness for students to acquire knowledge and skills in a workplace setting and enhance reflexivity. 1 , 2 , 3 To date, the majority of studies evaluating experiential learning in health promotion education refer to field (eg, placements and internships), rather than classroom‐based experiences. 2 , 3 Unique to CHP is the integration of experiential learning in the curriculum that incorporates in‐ and out‐of‐classroom education.…”

Section: Introductionmentioning

confidence: 99%

“… 1 , 2 , 3 To date, the majority of studies evaluating experiential learning in health promotion education refer to field (eg, placements and internships), rather than classroom‐based experiences. 2 , 3 Unique to CHP is the integration of experiential learning in the curriculum that incorporates in‐ and out‐of‐classroom education. This teaching method draws on research‐based principles of adult education 4 , 5 and provides students opportunities to increase their knowledge while developing capabilities to achieve the International Union for Health Promotion and Education (IUHPE) Core Competencies and Professional Standards.…”

Section: Introductionmentioning

confidence: 99%

Embedding experiential learning in undergraduate health promotion curriculum

Chong

Anderson

Mackenzie-Stewart

et al. 2022

Health Prom J of Aust

View full text Add to dashboard Cite

Issue addressed: The experiential teaching method draws on research-based principles of adult education. The integration of academic learning and practice provides students opportunities to increase their knowledge while developing capabilities to meet the International Union for Health Promotion and Education (IUHPE) Core Competencies and Professional Standards. Methods: Community Health Promotion is a second-year subject offered in the Bachelor of Health Sciences at La Trobe University. The project-based curriculum, delivered over 12 weeks, consists of theoretical material which students apply through hands-on project planning, implementation and evaluation; projects are carried out on campus. To bridge academic content and project practicalities the Victorian government's Integrated Health Promotion Resource Kit is used as a foundational teaching resource. Students are supported by teaching staff and a project sponsor throughout the project cycle. Assessment tasks comprised of problem definition and priority setting, project planning and critical reflection on project implementation.Discussion: The experiential learning approach enables students, in a self-directed yet collaborative manner, to develop skills aligned with health promotion competencies. Students were able to safely "experiment" and apply health promotion theory while actively developing project management and partnerships skills, reflecting on their practice and communicating project findings. Students consistently provide feedback articulating the value they place on the purposeful and scaffolded transition of classroom learning to real-life environments which they recognised as building their competencies and enhancing their employability skills. Conclusion:Experiential learning through small-group projects prepares students for the health promotion workforce in a low-risk, high-impact educational setting while contributing to promoting the ethos of a health-promoting university.So what?: The authentic assessments provide students with the opportunity to develop competency within several domains of the IUHPE Core Competencies and Professional Standards.

show abstract