Pedagogy to Guide the Next 70 Years of SOPHE and 150 Years of American Public Health

Merzel, Cheryl

doi:10.1177/23733799221133853

Cited by 3 publications

(1 citation statement)

References 13 publications

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“…Many students who did not plan on pursuing careers in community health reported feeling inspired to incorporate principles for community-engaged research into their future work ( 37 ). While a curriculum focused on career readiness and skill mastery is important for upholding practice standards and promoting innovation in research, there is a continued need for innovation in public health pedagogy to drive social change and address health inequities ( 38 , 39 ). Thus, the inclusion of required readings and lectures on theoretical frameworks in public health practice could have helped prepare students for their participation in community health research while encouraging them to develop their worldview ( 40 ).…”

Section: Discussionmentioning

confidence: 99%

Action learning and public health pedagogy: Student reflections from an experiential public health course

Pham

Cunningham

Humphries

2023

Front. Public Health

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IntroductionApplied practice experiences are essential components of the Masters of Public Health (MPH) curriculum. The objective of this study was to examine students’ perspectives on the skills and expertise they developed in an MPH course offering applied practice opportunities.MethodsOf 236 students who took the course from 2008 to 2018, email addresses were obtained for 212 and 104 completed the consent form. Following consent, reflection essays were de-identified and analyzed using a rapid qualitative analysis approach. The essays addressed students’ learning experiences and application of the competencies for MPH programs set by the Council for Education in Public Health (CEPH). Deductive and inductive analytical lenses were used to identify the key lessons learned by each cohort of students. Semi-structured guides and matrixes for essay analysis were created using assignment instructions and CEPH competencies.ResultsAlthough the reflection paper assignment varied across the years, commonalities were observed in the student reflections. Key themes included turning theory into practice, navigating the complex environment of public health practice, skill building, critical self-reflection, challenges encountered, and elements that facilitated project success. Students reported developing practical skills, such as planning for independent research (e.g., preparing for institutional review board (IRB) submission, consulting with faculty and other experts), identifying realistic approaches for data extraction during chart reviews and analyses of electronic medical records, and disseminating findings for diverse stakeholders and audiences. Students also reported strengthening cross-cutting skills such as communication, teamwork, and problem-solving that were useful for navigating power dynamics and balancing competing interests and expectations. Students explored their identity as public health professionals as they navigated the dynamics of public health practice.ConclusionThe applied practice experience served as a valuable tool for knowledge and skills acquisition. Moreover, it served as an opportunity for students to engage with the unique organizational cultures of their respective community partners and to deepen their understanding the complexities of conducting meaningful community-engaged research.ImplicationsThis study demonstrates the utility of analyzing students’ critical self-reflections as a tool for exploring learning experiences when training future public health professionals. The findings can help educators design future applied practice experiences.

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Section: Discussionmentioning

confidence: 99%

Action learning and public health pedagogy: Student reflections from an experiential public health course

Pham

Cunningham

Humphries

2023

Front. Public Health

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Celebrating 10 Years of Pedagogy in Health Promotion: Promising Methods and Practices

Weil,

Ceryes

2024

Pedagogy in Health Promotion

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Advancing Health Literacy in the Technological Era

Tomé,

Neves Rosa,

Silva

2024

Advances in Healthcare Information Systems and Administration

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Body awareness is a relevant concept for healthy aging related to movement harmony, and consists of different connections between different body functions. Balance regulation depends on the integrity of proprioception and strength in different parts of the body. New approaches to promote body awareness literacy are vital and game-based active techniques represent one of the important solutions. This chapter results from a narrative literature review, and it intends to a) explore body awareness determinants and their relevance for health literacy in the aging process; and b) discuss new approaches for developing programs in body awareness literacy, exploring game-based active techniques. The user-centered approaches, like serious games, can facilitate health education, and improve health literacy and body awareness, maximizing health outcomes in older people. This chapter seeks to offer innovative health education strategies, equipping older adults with tools to improve body awareness and well-being through interactive game-based methods.

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Pedagogy to Guide the Next 70 Years of SOPHE and 150 Years of American Public Health

Cited by 3 publications

References 13 publications

Action learning and public health pedagogy: Student reflections from an experiential public health course

Action learning and public health pedagogy: Student reflections from an experiential public health course

Celebrating 10 Years of Pedagogy in Health Promotion: Promising Methods and Practices

Advancing Health Literacy in the Technological Era

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