Implementing the Institute of Medicine’s Recommended Curriculum Content in Schools of Public Health: A Baseline Assessment

Shortell, Stephen M.; Weist, Elizabeth M.; Sow, Mah-Séré Keita; Foster, Allison; Tahir, Ramika

doi:10.2105/ajph.94.10.1671

Cited by 23 publications

(12 citation statements)

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“…This is in agreement with scholars (Ajzen 1991;Hansen, Jensen, and Solgaard 2004;Shortell et al 2004;Page, Ebersohn, and Rogan 2006;Guo et al 2007), who have suggested that knowledge alone does not influence behaviour. This also echoes view that science literacy alone will not affect morality, character and citizenship.…”

Section: Discussionsupporting

confidence: 92%

The Relationship Between Scientific Knowledge and Behaviour: An HIV/AIDS Case

Mnguni

Abrie

Ebersöhn

2015

Journal of Biological Education

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Debates on the role of scientific knowledge to affect behaviour are continuing. The theory of planned behaviour suggests that behaviour is influenced by attitudes, subjective norms and perceived behavioural control and not by knowledge. However, a large body of knowledge argues that increased HIV/AIDSrelated knowledge leads to the adoption of safe behavioural practices. The purpose of this nonexperimental survey study, therefore, was to investigate the correlation between academic HIV/AIDS knowledge, functional HIV/AIDS knowledge and self-reported behavioural preferences of 300 biology and 243 non-biology students from nine South African schools. Results suggest a correlation between students' understanding of academic and functional HIV/AIDS knowledge. The behavioural preferences of both biology and non-biology students were generally the same and safe. Among biology students, correlation was observed between academic HIV/AIDS knowledge and self-reported safe behavioural preferences, which was not the case for non-biology students, where functional HIV/AIDS knowledge correlated with self-reported safe behavioural preferences. Within schools, however, no correlation was found between both forms of HIV/AIDS knowledge and self-reported safe behavioural preferences. There were indications that context-specific local factors have a greater influence on behavioural preferences. These findings suggest that the type of knowledge that could influence behaviour is informed by context-specific dynamics.Keywords: Scientific HIV/AIDS knowledge; Correlation; Generic HIV/AIDS knowledge; Theory of planned behaviour IntroductionThe significance of science education in addressing social issues continues to be a debated one. In developing countries like South Africa, science and education in general are trusted avenues where students learn scientific knowledge. However, Lee et al. (2013, 5) argue that 'beyond understanding contemporary science, it is imperative that students develop a sense of character and values as global citizens '. Choi et al. (2011) go on to argue that science classroom should go beyond teaching science knowledge and reasoning skills to incorporate moral, character and citizenship education. While socioscientific instruction has been identified as one vehicle to achieve citizenship education (Zeidler et al. 2005), one of the major problems is that there are various factors that determine morality, character and citizenship besides formal education. To this effect, John Dewey has been accused of failing 'to resolve the dualism between the school and society that he fought to overcome because he failed to account for the many institutions in society which provide education' (Zuga 1992, 5). Dewey's (1916) argument in this regard is that 'education should shape the experiences of the young so that instead of reproducing current habits, better habits shall be formed, and thus the future adult society be an improvement on their own'. However, Hodson (2004, 2) states that 'regrettably, science is often portraye...

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Section: Discussionsupporting

confidence: 92%

The Relationship Between Scientific Knowledge and Behaviour: An HIV/AIDS Case

Mnguni

Abrie

Ebersöhn

2015

Journal of Biological Education

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“…Since the release of the Institute of Medicine's reports calling attention to weaknesses in public health training and infrastructure, schools of public health have sought ways to meet the challenges identified. 13,30 Schools have examined their structures and cultures, changed core and academic curricula, and increased collaborative research with state and local HDs. 6,16,22,[31][32][33] Numerous examples of successful collaborations have been developed by schools of public health and HDs, covering a wide range of public health practice areas.…”

Section: Resultsmentioning

confidence: 99%

Multiple Perspectives on Collaboration between Schools of Public Health and Public Health Agencies

Kegler¹,

Lifflander²,

Buehler³

et al. 2006

Public Health Rep

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“…Only 58% of the accredited schools of public health report having a course in cultural competency as part of their curriculum, with even fewer requiring it as part of their core curriculum (48%). 48 Increasing the availability of relevant cultural competency training in public health and other health professions is an important first step toward increasing the relevance and effectiveness of community-level healthpromotion strategies. However, to eliminate disparities, health professionals must also use the principles to engage communities as partners in these efforts.…”

Section: Implications For Health Professionalsmentioning

confidence: 99%