Public Health Course Research Articles

Using Deliberative Pedagogy as a Tool for Critical Thinking and Career Preparation Among Undergraduate Public Health Students.

Engagement of undergraduate public health students in active learning pedagogy has been identified as critical for recruitment, retention, and career preparation efforts. One such tool for engagement that has proven successful in STEM programs is deliberative pedagogy, where it is used to stimulate student interest in research and policy applications of technical course content. Broadly applied, deliberative pedagogy is a consensus model of decision-making, applied as an in-class exercise, where students work in small groups and model a community task force with assigned group roles. In these groups, students collect evidence from literature and media sources, and prepare a consensus response to an assigned question. Here we present an adaptation of this pedagogy to provide undergraduates with the tools needed to actively engage in public health policy and planning work groups. This adaptation is first applied during an introductory public health course, where it is used as a tool for engagement and excitement, and as a critical thinking exercise. It additionally serves as an opportunity for students to apply information literacy skills and engage with research and policy initiatives discussed in class. The same tool is reintroduced prior to graduation in a capstone course, where the emphasis shifts to application of research skills and analytical concepts. The activity is also an opportunity for students to apply professional skills needed for engagement in program development, program evaluation, institutional policy, and legislative advocacy. Through application of this pedagogical tool at two critical time points in an undergraduate curriculum, students develop skills necessary for early career professionals and are better prepared to actively engage in policy and planning as it relates to critical public health initiatives, both locally and globally.

Integrating Diverse Study Abroad Opportunities Into Public Health Curricula: Three Distinct Strategies to Address Common Barriers.

Background: To effectively train future leaders, undergraduate public health programs must prepare students to address challenges with cross-cultural competence and a global perspective. Study abroad programming represents a high impact practice that can be applied to any number of areas and topics within the field of public health. Infusing global learning into undergraduate curriculum, increases confidence in serving culturally diverse populations and aligns with multiple public health accreditation standards. Unfortunately, barriers often prevent integration of this high impact practice into program curriculum. This manuscript provides strategies to integrate diverse study abroad programming into public health curriculum and mitigate common barriers for students and faculty.Methods: Faculty from the University of South Florida (USF) College of Public Health (COPH) used three strategies to improve access to global learning: Adding public health courses to established study abroad programsUtilizing academic travel companiesLeveraging existing international and university partnerships.Results: A diverse array of public health-focused study abroad programs resulted from these strategies. Starting with just 12 students in the first program, the number of undergraduate participants in short-term, faculty lead courses grew to 164 students over the span of 4 academic years. This represents a 275% increase in undergraduate students participating in public health-focused study abroad courses, and a 160% increase in the percentage of public health majors participating in study abroad coursework. The primary barriers of cost, curriculum, and academic culture were addressed throughout development of each new program.Conclusions: Infusing study abroad programs into the public health curriculum provides students with diverse opportunities to gain the skills they will need as public health practitioners. The design and implementation of the strategies that were used to successfully integrate global learning into one public health program's curriculum can help inform other schools and programs of public health on ways to increase student utilization of this high-impact practice.

Hygiene and Public Health courses in Biology curricula: the Italian scenario and the best examples from all over the world.

Different longstanding and emerging challenges for public health have been identified including population ageing, migration, infectious and non-communicable diseases, the environment and climatic changes, increasing risks of misinformation and chronic underinvestment. The multi- and inter-disciplinary public health approach - including biology, epidemiology, biostatistics, anthropology and public policy - raises the need to train experienced professionals in different fields. The education on these matters is fundamental to ensure the human well-being. In the last years, education in schools of public health is changing in response to new evidence-based knowledge, opportunities for improvement and scientific discoveries. In this manuscript the current scenario of teaching Hygiene in all the Italian degree courses in Biology were reviewed and summarized and the most excellent examples of academic training offer of Public Health for Biologists worldwide were provided and discussed as a source of inspiration for novel Masters and PhD degree programmes in Italy.

Effect of online courses on US college students’ knowledge about health disparities

Objective: To describe faculty efforts to deliver and evaluate health disparities–related education in US online undergraduate and graduate public health courses. Design: A pre- and post-survey was given to a cohort of 46 US college students in three public health courses taught asynchronously online over an 8-week period in 2017. This study took place at a mid-sized, public, rural, midwestern US university. Method: Faculty received professional development and online training and were assigned to develop courses for a new public health programme. Following the receipt of ethical approval, students completed anonymous, online pre- and post-surveys to assess effect of intentional instructional approaches on their knowledge and attitudes about health disparities. Curricula incorporated various assessment methods and teaching strategies. Descriptive statistics were used to compare pre- and post-survey scores and analyse demographic data. Paired t-tests and one-way analysis of variance were used to analyse pre- and post-survey test scores. Results: At post-survey, students demonstrated a positive change in mean scores for several items, including for ability to discuss the role of theory in understanding health behaviour and disparities in health status (3.20 vs 4.06; p < .001) and ability to discuss strategies health promotion programmes can use to reduce health disparities (3.47 vs 4.40; p < .001). Post-survey response rate was 87%. Conclusion: Results suggest an effective way to increase health disparities knowledge among online college students. Additional research is encouraged to expand upon these findings.

Application of best practices in blended and online learning in a public health course

The purpose of this review is twofold to investigate the literature for best practices for online blended learning format in higher education institutions and examine a graduate public health course that was national peer reviewed and received Quality Matters (QM) recognition. This narrative review supported positive influences of implementing QM standards for best practices in a blended learning format. The instructional design of blended learning and assessing student learning in the course shows greater promise when QM and best practices are used.

An Evaluation of Dental Student Experiences with the Medicaid Application Process.

Applying for Medicaid can be a barrier to health care services. Most health science students are unaware of the Medicaid application process. First-year students at the University of Washington School of Dentistry (N=170) completed the Washington state Medicaid application as part of an introductory dental public health course and completed a 20-item survey about their experiences. About 54.7% and 41.8% of students encountered some difficulty in understanding the instructions and completing the application, respectively. Students reported lack of Internet access as a significant barrier to completing the online application. Suggested revisions included making it easier to access and submit the application, simplifying instructions, and shortening the application. Most first-year dental students reported difficulties completing the Medicaid application, which underscores the need to simplify the process for potential beneficiaries. Early experiential learning activities have the potential to expose trainees to the barriers to care that vulnerable populations encounter.

Interdisciplinary partnerships for rural older adults’ transitions of care

Purpose Integrated transitions of care for rural older persons are key issues in policy and practice. Interdisciplinary partnerships are suggested as ways to improve rural-care transitions by blending complementary skills of disciplines to increase care’s holistic nature. Yet, only multidisciplinary efforts are frequently used in practice and often lack synergy and collaboration. The purpose of this paper is to present a case of a partnership model using nursing, gerontology and public health integration to support rural-residing elders as a part of building an Adult-Gerontology Acute Care Nurse Practitioner program. Design/methodology/approach This paper uses the Centre for Ageing Research and Development in Ireland/O’Sullivan framework to examine the creation of an interdisciplinary team. Two examples of interdisciplinary work are discussed. They are the creation of an interdisciplinary public health course and its team-based on-campus live simulations with a panel and site visit. Findings With team-building successes and challenges, outcomes show the need for knowledge exchange among practitioners to enhance population-centered and person-centered care to improve health care services to older persons in rural areas. Practical implications There is a need to educate providers about the importance of developing interdisciplinary partnerships. Educational programming illustrates ways to move team building through the interdisciplinary continuum. Dependent upon the needs of the community, other similarly integrated partnership models can be developed. Originality/value Transitions of care work for older people tends to be multi- or cross-disciplinary. A model for interdisciplinary training of gerontological practitioners in rural and frontier settings broadens the scope of care and improves the health of the rural older persons served.

Undergraduate students survey their peers on mental health: Perspectives and strategies for improving college counseling center outreach

Objective: The purpose of the study was to examine student perspectives about college mental health including the primary mental health issues affecting students, common college student stressors, student awareness of campus mental health resources, and mental health topics students want more information about. Participants: Participants were 822 undergraduate and graduate students enrolled in a private university. The study was conducted during September 2016. Methods: As part of a public health course in program planning, undergraduate students surveyed their peers about their experience with mental health and mental health resources. Results: Stress was perceived as the largest mental health issue. Students most wanted more information about school/work/life balance followed by stress management. Electronic newsletters, social media, and on-campus seminars were the top strategies that students suggested as ways to reach them. Conclusions: The results provide student perspectives on mental health that may be useful in developing effective outreach efforts.

Teaching Health Disparities Awareness in Undergraduate Public Health Courses

Teaching Health Disparities Awareness in Undergraduate Public Health Courses

Infusing Health Disparities Awareness Into Public Health Curricula at a Rural Midwestern University

Preventable differences in health outcomes between U.S. population subgroups, related to factors such as race or ethnicity, income, and geographic location, are troubling. Geographically, rural American communities experience higher rates of adverse health conditions when compared with urban areas, further widening disparities in health outcomes. Such disparities necessitate the creation of effective curricula to enable students to address the health needs of underserved populations. By intentionally incorporating health disparities awareness content into the curricula, undergraduate and graduate public health programs can play an integral role in developing conscious health practitioners to help close gaps in health outcomes. Moreover, rural health courses may increase students’ interest in rural health careers. This article presents the process and results of faculty efforts to design and deliver health disparities–related education in undergraduate and graduate public health courses at a rural Midwestern U.S. university. Various teaching development programs inspired faculty to use intentional instructional approaches to teach students about health disparities. Consequently, faculty incorporated a variety of assessment methods and teaching styles to infuse health disparities awareness content into public health courses. Results from students’ course evaluations and reflections are discussed along with lessons learned and implications for future pedagogical directions.

Feasibility of engaging college students in a 10-day plant-based diet

Objective: This study sought to determine the feasibility of (a) engaging college students in experiential learning through a 10-day whole foods plant-based diet intervention, (b) bringing pertinence to the course topics that had an emphasis on chronic conditions and (c) understanding how the intervention influenced students’ perceptions and behaviours. Design: Quasi-experimental design. Biomarkers, dietary perceptions and behaviours were collected at baseline and 11-day post-intervention. Setting: The study was implemented in the context of an undergraduate/graduate public health course. Method: We assessed the feasibility of the intervention using an acceptability focus, including participant retention in the intervention, and participant self-reported experience with the plant-based diet. We also utilised an implementation research focus, concerning the extent, likelihood and manner in which an intervention can be fully implemented as planned and proposed. Results: The intervention was determined to be feasible. Participants learned that their diet can affect multiple health conditions and all changed their diet in some way or another as a result. Of the 10 participants, mean change in total cholesterol was −26 mg/dL, high-density lipoprotein (HDL) cholesterol was −6.1 mg/dL and low-density lipoprotein (LDL) cholesterol was −21.6 mg/dL, all with p values <.05. Conclusion: Findings suggest that through experiential learning, students will consider a whole food plant-based diet and/or make some personal lifestyle changes as a result.

Assessment of the Reasons for Specialization in Public Health among Students of All India Institute of Hygiene & Public Health Kolkata

Background: The reason(s) and motivation of the medical graduates opting for specialization in public health disciplines, the primary pillars of public health in India, is largely unknown. Objectives: Present study was conducted among newly admitted students of All India Institute of Hygiene & Public Health (AIIH&PH), Kolkata to identify the reasons for joining post graduate public health courses. Methods: Self-administered anonymous questionnaire was used to collect information from all students admitted in 2013 after briefing and informed consent. Results: Total 42 students participated in the study, 10 MD (community medicine) and 32 DPH (Diploma in Public Health). The major primary reasons for specialization were to add some qualification after MBBS (30.9%) and no chance in other subjects (21.3%). Favourable reasons were only 28.6%. Conclusions: Similar studies need to be conducted in different parts of India to know the national situation and a serious thinking by the policy makers is required to improve the situation.

Examining Changes in Prevention Guidelines in Maternal and Child Health: Development of a Teaching Activity

Purpose Recent changes in preventive guidelines (e.g., pap testing, mammography) have resulted in confusion for both providers and patients. These changes have occurred either because new research has been introduced or because evidence for the practice is not established. Public health has the responsibility to promote the dissemination and implementation of changing guidelines into practice to improve the public's health. Health literacy may facilitate this process. The purpose of this study is to describe a teaching tool applying principles of health literacy to changes in prevention guidelines. The objectives of the teaching activity were to: (1) understand the development of evidence-informed prevention guidelines; and (2) use health literacy to evaluate the target population's perspectives on the guideline change using a health literacy approach. Description An interactive lecture and a practice-based assignment were created; the assignment was pilot-tested in graduate Women's Health classes. Multiple final products were developed in order to facilitate the lecture and assignment: (1) lesson plan; (2) slide presentation; (3) health literacy interview guide worksheet; and (4) grading rubric. After the presentation, students interviewed women from the guideline target population using health literacy constructs and synthesized their findings to create an overall assessment report. Assessment Feedback from the pilot test informed the revision of the teaching activity. Conclusions This teaching tool can be applied in a wide variety of settings in higher education, such as courses in public health, nursing, or medicine. As health literacy continues to be an important determinant of health status, integrating this determinant into the dissemination and communication of preventive guideline changes is needed.

Perceptions of Public Health: The Challenges of Public Health Education Integration

Public health seeks to protect and improve the health of communities through the promotion of healthy lifestyles, research for disease and injury prevention, and detection and control of infectious diseases. It is a population-focused science that works primarily with prevention strategies, policies implementation, service administration, and research. While this field seemingly contrasts with the field of clinical medicine—in which patients are treated on an individual level after becoming sick or injured—public health concepts regarding prevention are critical knowledge areas for any health professional. In recent years, public health courses have been incorporated into degree requirements for a variety of health-related professions; however, several studies have indicated that health professions students have negative attitudes toward these courses for a variety of reasons. Given the importance of public health as a crucial component of health profession education, it is important to understand how students’ perceptions of public health education are shaped to ensure effective integration.

Developing an Undergraduate Public Health Introductory Core Course Series.

The number of undergraduate public health education programs is increasing, but few publications provide examples of introductory public health courses that provide foundational knowledge and meet 2016 Council on Education in Public Health (CEPH) accreditation standards. This article presents the development and testing of a three-course, introductory series in public health at the University of Hawai‘i at Mānoa (UHM). Development was informed by best pedagogical practices in education, web review of existing programs, literature review, key informant interviews, and accreditation standards. Student mastery of required concepts, domains, and competencies is assessed through testing and class assignments. Data from course evaluations, students' exit questionnaires at graduation, and faculty feedback were used to continuously evolve and adapt the curriculum. The three-course series—including Introduction to Public Health, Public Health Issues in Hawai‘i, and Introduction to Global Health—was designed to provide incoming undergraduate public health students with a foundation in local, national, and global public health concepts and domains, while improving their skills in public health communication and information literacy. Data from class assignments, examinations, and later coursework suggest students are mastering the course materials and gaining required competencies. Data from course evaluation and exit questionnaires suggest that the students appreciate the series' approach and the challenge to apply course concepts locally and globally in subsequent courses. This foundational public health series provides a model for an introductory course series that can be implemented with existing resources by most programs, meets the new CEPH requirements, is well-received by students, and prepares students well for upper-division public health courses.

Notificação de violência: conhecimento de cirurgiões-dentistas que atuam na Região Carbonífera, SC

O objetivo do estudo foi analisar o conhecimento e conscientizar cirurgiões-dentistas sobre a notificação compulsória de violência interpessoal /autoprovocada. Tratou-se de um estudo quantitativo, do tipo transversal e de análise descritiva, desenvolvido nos doze municípios da Região Carbonífera, localizada no sul catarinense, com os cirurgiões-dentistas da rede pública. Da população de 134 cirurgiões-dentistas, 108 (80,6%) responderam ao questionário. Destes, 56 (52,8%) eram do sexo masculino; 61 (56,5%) estudaram em universidade pública; 27 (25%) estão formados há mais de 21 anos e 21 (19,6%) possuem especialização em Saúde Coletiva. Sobre o conhecimento dos profissionais acerca da ficha de notificação de violência, apenas 21,3% (n=23) relataram conhecê-la. Em relação aos tipos de violência, a física foi a mais citada pelos dentistas. No teste de Qui-quadrado de Pearson, observou-se significância estatística na associação do gênero feminino com possuir mais conhecimento sobre a ficha de notificação (p=0,036). Verificou-se que os profissionais desconhecem tanto a ficha de notificação quanto o banco de dados desse instrumento (p=<0,001), revelando, também, que a maioria nunca participou de atividade educativa sobre a temática (p=<0,001). Conclui-se que os cirurgiões-dentistas que atuam na rede pública dos municípios da região carbonífera demostraram pouco conhecimento quanto aos tipos de violência, a notificação compulsória de violência e ao encaminhamento das vítimas, porém, eles demonstraram interesse em aprender sobre o tema, pois participaram ativamente da atividade educativa realizada posteriormente à coleta de dados.

Determinación de las competencias profesionales del egresado de la Licenciatura en Salud Pública

Introduction: In the Mexican Army and Air Force (FAM) there are no studies on the competences of professional personnel dedicated to public health. Objectives: To determine if the graduates of the Military School of Health Offi cials (EMOS) have the competences to carry out the essential public health functions (EPHF). Material and methods: Observational, transversal and analytical study. It was determined if the personnel graduated from the EMOS possessed the necessary competences to perform the EPHF. The statistical difference was established between the group that did possess them and those that did not (Student’s t test). The comparison of statistical difference between the degree in Public Health and Medical Emergencies versus the Master’s and Specialized Technical Course was made with a Z of proportions. Results: 53.52% of the graduates of the EMOS had the professional competences for the realization of the EPHF, existing statistical difference between those who possessed them and those who did not (t Student 0.015). There was a statistical difference between the Master’s degree and the Degree in Public Health (z = -2.9226); there was no difference versus the Specialized Technical Course in Public Health (z = 0.01116). Conclusions: Graduates of the EMOS do not have the competences to carry out the EPHF.

Collaborative Testing: An Effective Invitational Strategy for High-Stakes Testing in Nursing.

A collaborative testing intervention was designed as an application of the invitational education model in an undergraduate nursing course. The purpose of this study was to evaluate the effect of collaborative testing on examination scores and knowledge retention of course content and to evaluate students' feelings about the collaborative testing process. A quasi-experimental design was used to evaluate the effect of collaborative testing on examination scores and knowledge retention among undergraduate nursing students in a public health course (N = 106). A descriptive survey was used to evaluate students' perceptions of the collaborative testing intervention. Collaborative testing increased examination scores and facilitated knowledge retention. Students' perceptions of the intervention were positive. Invitational strategies, such as collaborative testing, may result in measurably better outcomes, such as better examination scores and improved knowledge retention. Rigor does not need to be a barrier to invitational learning and, in fact, it may be complemented and enhanced by it. [J Nurs Educ. 2018;57(5):291-295.].

Practice-Based Teaching and Public Health Training: Bringing Real-World Projects to the Classroom to Teach Intervention Planning and Communication Strategies

Master of Public Health (MPH) courses can strengthen competency-based education by having students work on real-world problems in collaboration with public health agencies. This article describes practice-based teaching (PBT) and illustrates its importance for coursework in intervention planning and health communications. With a PBT course, community agencies benefit by receiving high-quality deliverables at no cost, such as intervention plans, policy proposals, and communication strategies. For faculty, PBT results in potentially richer practice and scholarship opportunities, plus a deeper understanding of local public health issues and exposure to new topics. Importantly, PBT allows students to expand their professional networks, explore potential careers, obtain teamwork experience, and develop a broader set of professional skills. PBT in public health training is a pedagogy that has immense benefit to students, public health agencies, communities, and faculty, particularly in the areas of intervention planning and communication, which often require innovative solutions and thorough understanding of various modes of technology and social media to effectively address a public health problem. The example presented in this article demonstrates the immense utility of the pedagogy in public health. With the growing demand for skilled public health workers, PBT warrants more extensive application in schools of public health and specifically in courses focused on basic skills for developing and implementing programs and policies to address public health problems.

A Web-Based Course on Public Health Principles in Disaster and Medical Humanitarian Response: Survey Among Students and Faculty.

BackgroundWeb-based public health courses are becoming increasingly popular. “Public Health Principles in Disaster and Medical Humanitarian Response” is a unique Web-based course in Hong Kong. This course aimed to fill a public health training gap by reaching out to postgraduates who are unable to access face-to-face learning.ObjectiveThe aim of this paper was to use a structured framework to objectively evaluate the effectiveness of a Web-based course according to Greenhalgh et al’s quality framework and the Donabedian model to make recommendations for program improvement.MethodsAn interim evaluation of the first cohort of students in 2014 was conducted according to the Donabedian model and a quality framework by Greenhalgh et al using objective and self-reported data.ResultsStudents who registered for the first cohort (n=1152) from June 16, 2014 to December 15, 2014 (6 months) were surveyed. Two tutors and the course director were interviewed. The Web-based course was effective in using technology to deliver suitable course materials and assessment and to enhance student communication, support, and learning. Of the total number of students registered, 59.00% (680/1152) were nonlocal, originating from 6 continents, and 72.50% (835/1152) possessed a bachelor’s or postgraduate degree. The completion rate was 20.00% (230/1152). The chi-square test comparing students who completed the course with dropouts showed no significant difference in gender (P=.40), age (P=.98), occupation (P=.43), or qualification (P=.17). The cost (HK $272 per student) was lower than that of conducting a face-to-face course (HK $4000 per student).ConclusionsThe Web-based course was effective in using technology to deliver a suitable course and reaching an intended audience. It had a higher completion rate than other Web-based courses. However, sustainable sources of funding may be needed to maintain the free Web-based course.