Evidence-Based Educational Practices for Public Health: How We Teach Matters

Godley, Sophie; Aumiller, Betsy; Horigian, Viviana E.; Khalil, Naila; Krüger, Jessica; Pennel, Cara L.; Youatt, Emily J.; Kiviniemi, Marc T.

doi:10.1177/2373379920978421

Cited by 20 publications

(19 citation statements)

References 32 publications

(42 reference statements)

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“…Our second recommendation seeks to fill this gap. It not only builds upon the case-based teaching and problem-based learning techniques introduced in Option One, but aligns with current scholarship documenting the benefits of employing such active learning pedagogies for public health education (Godley et al , 2020; Reinschmidt et al , 2018) and other related fields (Freeman et al , 2014). These benefits extend beyond fostering motivation to include the encouragement of self-directed learning and the integration of knowledge and practice (Eberlein et al , 2008; Williams, 2005).…”

Section: Discussionmentioning

confidence: 68%

Epidemic modeling as a means to reimagine health education and policy post-COVID

Racine

Bryson

2021

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PurposeAs illustrated by coronavirus disease 2019 (COVID-19), epidemic models are powerful health policy tools critical for disease prevention and control, i.e. if they are fit for purpose. How do people ensure this is the case and where does health education fit in?Design/methodology/approachThis research takes a multidisciplinary approach combining qualitative secondary and primary data from a literature review, interviews and surveys. The former spans academic literature, grey literature and course curriculum, while the latter two involve discussions with various modeling stakeholders (educators, academics, students, modeling experts and policymakers) both within and outside the field of epidemiology.FindingsMore established approaches (compartmental models) appear to be favored over emerging techniques, like agent-based models. This study delves into how formal and informal education opportunities may be driving this preference. Drawing from other fields, the authors consider how this can be addressed.Practical implicationsThis study offers concrete recommendations (course design routed in active learning pedagogies) as to how health education and, by extension, policy can be reimagined post-COVID to make better use of the full range of epidemic modeling methods available.Originality/valueThere is a lack of research exploring how these methods are taught and how this instruction influences which methods are employed. To fill this gap, this research uniquely engages with modeling stakeholders and bridges disciplinary silos to build complimentary knowledge.

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Section: Discussionmentioning

confidence: 68%

Epidemic modeling as a means to reimagine health education and policy post-COVID

Racine

Bryson

2021

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“…The SoTL perspective envisions educators in multiple roles in the art and science of teaching and learning: scholars, learners, practitioners, and advocates. Educators in public health may engage with SoTL in multiple ways across different levels, from teacher-focused and informal, to student-focused and reflective (21). SoTL in the field of public health is not a one-size-fits-all endeavor.…”

Section: Discussionmentioning

confidence: 99%

Realizing Promising Educational Practices in Academic Public Health: A Model for the Scholarship of Teaching and Learning

Neubauer

Merzel

Weist

et al. 2022

Front. Public Health

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This paper presents a conceptual framework and critical considerations for the scholarship of teaching and learning (SoTL) in academic public health. Academic education for public health has undergone significant transformation over the last two decades as the demand for responsive and innovative public health pedagogy and training for preparing graduates to deploy an increasing array of skills has grown. The authors suggest that the role of schools, administrators, faculty, and educational staff in developing promising practices for teaching and learning in public health involves an articulated conceptual framework to guide the development and dissemination of scholarly, pedagogical innovations. Building on seminal philosophical foundations of SoTL, the authors conceptualize SoTL from the foundational belief that knowing and learning are communal tasks and that faculty are both scholars and learners in the practice of education. The paper advocates for SoTL as a form of engaged practice and scholarly inquiry that exists in contextually rich, diverse educational environments that abounds with uncertainty. SoTL is guided by an educational philosophy, values, and learning theories that envision educators critically examining themselves, their teaching practice, scholarly literature, and students' learning to improve their teaching, enhance learning, and promote further inquiry. The authors suggest that SoTL involves the search for multiple forms of evidence and fosters dialogues on multiple interpretations and perspectives of the most promising practices of teaching and learning. The authors advocate for the term promising practices as an outcome of SoTL that supports and nurtures ongoing scientific discovery and knowledge generation, instead of supporting the search for best-ness in teaching and learning endeavors. SoTL should occur across formal, informal, and nonformal education

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“…The issue of faculty training repeatedly came up. The expectation for faculty to spend time on their own to not only find resources but also get trained on skills for evidence-based teaching techniques (Godley et al, 2021), facilitate critical consciousness (Halman et al, 2017), or in general learn how to teach is oppressive in and of itself. Evidence shows that faculty do not have time and are not incentivized to engage in trainings to improve their pedagogical practices so approaching anti-oppressive teaching would be challenging (Brownell & Tanner, 2012).…”

Section: Discussionmentioning

confidence: 99%

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

Aqil

Malik

Jacques

et al. 2021

Pedagogy in Health Promotion

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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.

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Evidence-Based Educational Practices for Public Health: How We Teach Matters

Cited by 20 publications

References 32 publications

Epidemic modeling as a means to reimagine health education and policy post-COVID

Epidemic modeling as a means to reimagine health education and policy post-COVID

Realizing Promising Educational Practices in Academic Public Health: A Model for the Scholarship of Teaching and Learning

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

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