"Plan for the Worst, Hope for the Best, but Realistically, Expect a Combination of Both:" Lessons and Best Practices Emerging from Community-engaged Teaching During a Health Crisis

Mejia, Angie

doi:10.31235/osf.io/mbxu7

Cited by 2 publications

(1 citation statement)

References 16 publications

(19 reference statements)

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“…Essays included in this study predate the COVID-19 pandemic, so some findings may not be generalizable for experiential public health courses after March 2020. Adapting to a world where COVID-19 remains a threat would require flexibility to accommodate for students’ needs while being mindful of budget and resource constraints on community organizations ( 11 ).…”

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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Just in case: undergraduate students identifying and mitigating barriers to their sexual and reproductive health needs

Olson,

Lehman,

Mejia

et al. 2024

BMC Women's Health

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Background Many U.S. colleges and universities offer access to a healthcare center that provides sexual and reproductive health (SRH) resources, services, and products. The importance of health centers in college and university settings in reducing sexual health disparities in student populations cannot be stressed enough. This article evaluates a student-led, mutual-aid, grassroots health promotion strategy for students with limited access to healthcare services, supplies, and tools via an anonymous and discrete distribution of SRH resources without charge. Methods In partnership with faculty, undergraduate students worked to address their school’s unmet SRH needs by increasing on-campus access to comprehensive, evidence-based, and sex-positive resources. Referred to as Just in Case, this student-led, grassroots health promotion program provided students with supply kits containing contraceptives, sexual health wellness products, basic hygiene supplies, and education materials. Students were surveyed in a pre- (n = 95) post- (n = 73) pilot study to identify contraception acquisition barriers, discern perceptions of on-campus SRH resources, and elucidate trends in this program’s use and impact. Chi-square tests of independence were used to compare survey group responses, and association rule mining was employed in tandem to identify SRH items that students requested. Results Students identified cost and privacy as significant barriers to acquiring sexual health products on campus. Of the 182 Just in Case supply kits requested by students during the 2022–2023 academic year, condoms were requested most frequently in 75% of fulfilled kits, while emergency contraception and pregnancy tests were asked most often in 61% of kits. 50% of students reported access to contraceptives on campus before this program’s implementation, growing to 75% (p < 0.001) 1 year later post-implementation. Similar jumps were observed for reported access to sexual health education (30 to 73%, p < 0.001) and services (36 to 73%, p < 0.001). Conclusion A student-led SRH supply and resource delivery strategy may immediately reduce SRH inequities and decrease barriers to contraceptive use for students with limited access to on-site SRH product availability.

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"Plan for the Worst, Hope for the Best, but Realistically, Expect a Combination of Both:" Lessons and Best Practices Emerging from Community-engaged Teaching During a Health Crisis

Cited by 2 publications

References 16 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

Just in case: undergraduate students identifying and mitigating barriers to their sexual and reproductive health needs

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