Health Education Demand Research Articles

Exploring midwives' training needs and preferences for providing sexual health education for pregnant women: a mixed-methods study.

Background Numerous studies highlight a common inadequacy among midwives in addressing sexuality and sexual health issues in pregnant women. These findings underscore the crucial need for sexual health education for midwives. Nevertheless, the specific training needs and preferences regarding sexual health education for pregnant women among midwives remain largely unexplored in existing literature. The aim of this study was to explore midwives' training needs and preferences for providing sexual health education for pregnant women. Methods The research employed a mixed-methods, institution-based cross-sectional study design conducted from July to August 2021. Convenience sampling was applied for quantitative research, while purposive sampling was utilised for the qualitative component. Midwives from 19 hospitals in Guangdong Province were invited to participate in a questionnaire survey addressing training needs and preferences for sexual health education for pregnant women among midwives. Qualitative data analysis was performed using thematic analysis. Results A total of 462 midwives participated in the quantitative study, while 12 skilled midwives were involved in the qualitative component. A significant majority (82.5%) of midwives expressed a strong desire to engage in sexual health education. Online education emerged as the preferred mode of training among participants. Key areas of interest included reproductive health, sexual psychology, sex sociology, and education methods, underscoring a consistent demand for comprehensive sexual health education within the midwifery community. Conclusions Our study emphasises the pressing need for enhanced sexual health education for midwives and explores their preferences for future training.

Knowledge, attitudes, practice, and public health education demand regarding PARI prevention: a cross-sectional study among Chinese undergraduates.

The purpose of this study was to assess the level of knowledge, attitudes, and practices (KAP) of university students in China regarding the need for PARI and public health education. A cross-sectional online and offline survey was conducted in China website through Wenjuanxing and in different cities such as Changsha Hunan Province, Shanghai, Chongqing and in different public scenarios, such as hospitals, universities, and commercial venues between September 1 and September 7, 2023, using a 28-question questionnaire designed and reviewed by multidisciplinary experts. A total of 4,096 respondents were recruited for this study, with 3,957 valid questionnaires. The mean knowledge score was 1.84 ± 0.52, the mean attitude score was 2.12 ± 0.51, and the mean practice score was 3.18 ± 0.55. Regression analyses found that: region, grade, school, and weekly anaerobic exercise time were influences on the knowledge score; region, grade, school, and weekly anaerobic exercise time were influences on the attitude score; region, grade, school attended, weekly anaerobic exercise time and weekly anaerobic exercise time as influences on the practice score. Subgroup analyses revealed that undergraduates from southern regions and 985 schools had higher knowledge attitude scores and lower practice scores. As the grade level increased, the knowledge and attitude scores showed a V-shaped trend and the behavior scores showed an inverted V-shaped trend. Correlation analysis found a positive correlation between knowledge and attitude scores, and a negative correlation between both and behavior, respectively. The public health education needs survey found that undergraduate students generally preferred guided instruction methods and content centered on the RICE principles, they preferred learning through books and pamphlets, and they were happy to see relevant content promoted in the campus environment. This study shows that Chinese undergraduate students have less knowledge, neutral attitudes, and good behaviors regarding PARI prevention. Special attention should be paid to meeting the needs of undergraduate students for public health education to equip them with relevant knowledge so that they can better behave in PARI prevention.

Pedagogical approaches to health-related physical education (PE) in the context of digitalisation – a scoping review

ABSTRACT Introduction There are varied consequences of digital transformation processes within the fitness and health-related living environments of adolescents (e.g. increased physical activity through wearables, body dissatisfaction through social media) which could potentially provide fruitful health-related learning experiences within different pedagogical approaches to health in PE (e.g. biomedical vs. alternative, Mong and Standal, 2019, “Didactics of Health in Physical Education – a Review of Literature.” Physical Education and Sport Pedagogy 24 (5): 506–518. https://doi.org/10.1080/17408989.2019.1631270). However, concerns have been raised that the integration of digital media into health-related PE could reinforce biomedical approaches to health and lead, for example, to a focus on increasing fitness through technology. This one-sided focus would not be in line with the demands for a comprehensive health education. This paper aims to map the current trend of pedagogical approaches to health-related PE in the context of digitalisation and to identify typical learning goals against this background. Methods We conducted a scoping review based on the framework of Tricco et al. (2018, “PRISMA Extension for Scoping Reviews: Checklist and Explanation.” Annals of Internal Medicine 169 (7): 467–473. https://doi.org/10.7326/M18-0850). We searched nine databases using a search term covering three topic areas: digitalisation, health, and physical education. Considering the publication years from 2013 to 2023, we selected papers in a three-step process (title-, abstract-, and full-text-screening). In total, we included 103 empirical and theoretical papers in the analysis using qualitative content analysis (Kuckartz, 2019, “Qualitative Text Analysis: A Systematic Approach.” In Compendium for Early Career Researchers in Mathematics Education, edited by G. Kaiser and N. Presmeg, 181–197. Cham: Springer). To map the pedagogical approach to health, we applied the following main deductive categories: conceptualisation of health, paradigmatic approach to health and envisaged learning goals. To analyse learning goals with regard to digitalisation, we used the distinction between learning with and about digital media as a focus of analysis. Results The scoping review shows that most of the papers discussed a broad conceptualisation of health for PE by addressing biopsychosocial aspects of health. Many of the implications for health- and digitalisation-associated learning goals related to pre-reflective and functional-reflective learning goals in the area of learning with digital media. They mainly focused, from a pathogenic viewpoint, on how digital media can increase health-enhancing physical activity, affective determinants of health behaviour and health-related knowledge. Parts of these learning goals have already been empirically investigated. Only a few papers proposed critical-reflective learning goals in the area of learning about digital media, aiming at a socio-emancipatory engagement with digital media, health and society. No empirical study within the scoping review investigated the effectiveness of such critical health- and digitalisation-related PE. Discussion and conclusion In light of the results, it is important that future genuine pedagogical research about health- and digitalisation-related PE increasingly focuses on the development and empirical evaluation of theoretically sound concepts for PE that are in line with the educational demands of comprehensive – thus also critical and salutogenic – health and digital education.

The Watermelon Meow Meow Outbreak: Enhancing Public Health Education Through Real-World Experience, Statistical Programming, and Infectious Disease Modeling

There is a need for public health undergraduates to acquire skills in data collection, statistical programming, and infectious diseases modeling. Public health officials and accreditation bodies underline the importance of a cumulative, “real-world” experience as part of a student's education. The Watermelon Meow Meow (WMM) outbreak is a cumulative experience that teaches upper-level undergraduate/graduate students about infectious disease dynamics by asking students to: participate in a fictitious outbreak; collect and analyze outbreak data. Innovative to our approach is the use of DataCamp as a technology to support learning statistical programming and framing WMM under principles of Universal Design Learning (UDL). We evaluated 27/32 student responses using a mixed-methods approach. We found WMM: augmented traditional lecture-style instruction and increased student awareness of heterogeneous risks associated with infectious diseases. We identified three student typologies: students who learn best from (i) integrating traditional lecture plus WMM, (ii) participating in WMM data collection but not coding, and (iii) from lecture and classroom-based learning from peers. WMM is an example of a more general approach – which we call Slate, Operate, Translate – that instructors can follow to combine technology and a hands-on experiment to satisfy both UDL principles and increasing demands of public health education in a mathematics/statistics class.

The need for digital health education among next-generation health workers in China: a cross-sectional survey on digital health education

BackgroundDigital health is important for sustainable health systems and universal health coverage. Since the outbreak of COVID-19, many countries, including China, have promoted the introduction of digital health in their medical services. Developing the next generation of physicians with digital health knowledge and skills is a prerequisite for maximizing the potential of digital health.ObjectiveWe aimed to understand the perception of digital health among Chinese medical students, the current implementation of digital health education in China, and the urgent need of medical students.MethodsOur cross-sectional survey was conducted online and anonymously among current medical students in China. We used descriptive statistical analysis to examine participant demographic characteristics and the demand for digital health education. Additional analysis was conducted by grouping responses by current participation in a digital health course.ResultsA total of 2122 valid responses were received from 467 medical schools. Most medical students had positive expectations that digital health will change the future of medicine. Compared with wearable devices (85.53%), telemedicine (84.16%), and medical big data (86.38%), fewer respondents believed in the benefits of clinical decision support systems (CDSS) (63.81%). Most respondents said they urgently needed digital health knowledge and skills, and the teaching method of practical training and internship (78.02%) was more popular than the traditional lecture (10.54%). However, only 41.45% wanted to learn about the ethical and legal issues surrounding digital health.ConclusionsOur study shows that the current needs of Chinese medical students for digital health education remain unmet. A national initiative on digital health education, is necessary and attention should be paid to digital health equity and education globally, focusing on CDSS and artificial intelligence. Ethics knowledge must also be included in medical curriculum. Students as Partners (SAP) is a promising approach for designing digital health courses.

Demands for sexual health education among middle school students in China

Demands for sexual health education among middle school students in China

Key factors influencing public health students and curricula in India: Recommendations from a mixed methods analysis.

Building on a distinguished history of community medicine training, public health programs have been expanding in India in recent years. The COVID-19 pandemic has brought additional attention to the importance of public health programs and the need for a strong workforce. This paper aims to assess the current capacity for public health education and training in India and provide recommendations for improved approaches to meet current and future public health needs. We conducted a desk review of public health training programs via extensive internet searches, literature reviews, and expert faculty consultations. Among those programs, we purposively selected faculty members to participate in in-depth interviews. We developed summary statistics based on the desk review. For qualitative analysis, we utilized a combination of deductive and inductive coding to identify key themes and systematically reviewed the strengths and weaknesses of each theme. The desk review captured 59 institutions offering public health training across India. The majority of training programs were graduate level degrees including Master of Public Health and Master of Science degrees. Key factors impacting these programs included collaborations, mentorship, curriculum standardization, tuition and funding, and student demand for public health education and careers. Collaborations and mentorship were highly valued but varied in quality across institutions. Curricula lacked standardization but also contained substantial flexibility and innovation as a result. Public sector programs were perceived to be affordable though fees and stipends varied across institutions. Further development of career opportunities in public health is needed. Public health education and training in India have a strong foothold. There are numerous opportunities for continued expansion and strengthening of this field, to support a robust multi-disciplinary public health workforce that will contribute towards achieving the sustainable development goals.

Global Health Competencies and Educational Needs for Nursing Students in South Korea

Despite the increasing demand for global health education, relatively few global health courses currently are offered in Korea. This mixed-methods study examined the need for global health competency and global health education experience for nursing students. A survey of 208 nursing students was conducted from May 2020 to August 2020, and three focus groups were conducted with 12 nursing students. The average score of global health nursing competencies was 2.8 ± 0.7 on a scale ranging from 1 to 4. Female, higher academic achievement, fluent English, and higher global health education experience had a significant effect on global health competency. The most influential factor was more experience with global health education. Nursing students' perceptions and educational needs related to global health education were classified into four subthemes. The development of global health education programs for nursing students is needed. [J Nurs Educ. 2023;62(2):75-82.].

'Pamoja Tunaweza': A Collaborative Program Model for Global Health Training & Education.

The past two decades have seen unprecedented student demand for global health education through experiential and engaged learning within institutions of higher education in the United States. This demand created a need for innovative institutional partnerships. Since 2007, faculty from Cornell University's Global Health Program and Kilimanjaro Christian Medical University College (KCMUCo) have worked together to design, implement, and evaluate an innovative experiential learning program in global health and development policy. Since its inception, 176 Cornell undergraduates and 188 KCMUCo medical students have successfully engaged in the policy case study collaborative program and course, leading to the development of 75 policy case studies. This long-term partnership between Cornell and KCMUCo has led to an innovative cross-cultural teaching model, funding support, professional presentations for students and faculty, a visiting scholars program at Cornell, and new avenues for research and collaboration. Fifteen years of sustained partnership has required the navigation of several unique and complex challenges, providing the opportunity to reimagine and strengthen this program and partnership. The objective of this article is to share a powerful program model for global health training and education, and discuss the challenges, successes, and lessons learned through this continued collaboration.

Impact of public health education on the health status of the older migrant population.

BackgroundDue to an increasing aging population, China has experienced a rapid expansion in its internal older migrant population who face greater health risks and who have a relatively high demand for health education. Public health education is an important means of preventing diseases and promoting health. However, many studies have focused on the utilization, with few studies examining the impact of public health education on the health of the older migrant population in China.ObjectivesThis study analyzed the impact of public health education on the health of the older migrant population in China.MethodsBased on data obtained from the National Migrant Population Health and Family Planning Dynamic Monitor Survey (2018), logistic models and propensity score matching were used to analyze the impact of public health education on the health of the older migrant population.ResultsThe self-assessed health of China's older migrant population was good, and the acceptance rate of public health education was 40.81%. The public health status of the older migrant population receiving public health education significantly improved (p < 0.05). After correcting for endogeneity among the variables, public health education increased the probability of improving the older migrant population's self-assessed health by 5.4–6.1% (p < 0.01). Heterogeneity analysis found that public health education had a greater impact on the health of older men with an education level of middle school and below, and especially on the older migrant population in the eastern region of China.ConclusionsPublic health education positively affected the health status of the older migrant population. The characteristics and preferences of the older migrant population involving different genders, regions, and educational levels need to be considered, public health education needs to be standardized, and appropriate education methods need to be adopted that suit the older migrant population. Reference suggestions are provided for improving the health level of the older migrant population.

Promoting global access to water and sanitation: A supply and demand perspective

Almost 800 million people lack access to basic water supply, and almost 2000 million lack access to sanitation. Therefore, achieving universal access remains a crucial goal of the global development agenda. In order to shed light on whether international aid might help accomplish that goal, this study evaluates its impact in a sample of 121 developing countries during 1990–2015. A new approach is adopted in which aid affects access not only through provision of infrastructure (supply) but also through health education (demand). Additionally, the long-held concern about the persistence of impacts over time is addressed by estimating panel vector autoregressive models (PVAR). The results show that both supply- and demand-side interventions financed by aid can contribute to promoting access to water, but consistent long-term investments are needed.

Public Health Midwives’ Perceptions, Challenges and Attitudes Towards Health Education on Vulvovaginal Discharge

Background and Objective: Public Health Midwife (PHM) is the grass root level health care provider in the Sri Lankan health care system. This study was carried out to assess perceptions, challenges and attitudes of PHMs’ in educating women on vulvovaginal discharge (VVD) and their current health education activities on hygienic practices and behaviour changes among females aged 18 to 49 years. Methods: This cross-sectional study was conducted among all volunteering PHMs who work in the Colombo district, Sri Lanka. A self-developed, content validated, pre-tested, self-administered questionnaire was used to collect data. Descriptive statistics were used to analyse data using SPSS software version 21. Results: A total of 308 PHMs participated and the mean age of the participants was 40 years (SD = 10). Thirty-six percent of the participants had work experience of more than 11 years. Majority of PHMs have performed health education activities during home visits (72.7%) and at clinics (66.2%). Most (97%) agreed that educating females on VVD is one of their primary responsibilities. Majority (70.7%) disagreed that “for most patients, health education does little to promote health-seeking behaviour” indicating positive attitudes towards health education. Nearly 17% of the participants rated their competency in providing health education on VVD as poor. Lack of available time (84.7%), teaching aids (75%) and women’s anxiety and shyness in asking questions or revealing health problems in the community (73.4%) were the major challenges faced during their health education on gynaecological health conditions. Conclusions: The majority of the PHMs had positive attitudes towards health education on VVD. It is recommended that learning opportunities should be created in the form of training programmes. This will help in updating knowledge, skills and attitudes to meet the growing demand for quality health education and referral activities at the community level.

Engaging youth in global health and social justice: a decade of experience teaching a high school summer course

ABSTRACT Background Education and training in global health and social justice is crucial to ensuring the next generation of health professionals are poised to tackle the pressing issues of our time. Objectives To develop and implement an intensive summer course on global health and social justice for high school students at the University of Southern California. Methods This paper reviews the course aims and curriculum, its implementation both onsite and online, and reports on student course evaluations and long-term student outcomes. Results Student satisfaction with the program was extremely high, which endured when the course went virtual during the COVID-19 pandemic. The most popular elements of the course included interactive, game-based activities and guest speakers. Many students reported that the course motivated them to pursue higher education and careers in global health or related fields. Conclusions More universities should consider offering summer programs or other extension programs targeting high school students in order to meet the increasing demand for global health education. Recommendations for implementing global health courses for younger learners include having an interdisciplinary focus with a range of topics and diverse perspectives; provision of scholarships to allow low-income students and students from abroad to participate; prioritizing the integration of active learning and experiential educational opportunities; and incorporating debriefing and reflection as integral parts of learning.

Global health education for the post-pandemic years: parity, people, planet, priorities, and practices

Global health degree programs are now offered by institutions of higher education in most world regions. Based on our review of the curricula for many of these programs, we identified five domains that are central to current global health education. “Parity” emphasizes health equity as the ultimate goal of global health. “People” comprises the social, economic, cultural, and political contributors to health and access to medical care for individuals and communities. “Planet” encompasses various aspects of globalization and environmental health that affect population health. “Priorities” and “practices” include the values, data, and tools used to design, implement, and evaluate partnerships, policies, programs, and other global health interventions in countries of all income levels. The pandemic is likely to increase student demand for global health education from the undergraduate through the graduate and professional levels. Our “5 Ps model of global health education” provides a comprehensive framework for the core student learning objectives for global health today. Knowledge of each of these domains is essential for preparing students for meaningful experiential learning and skilled professional practice in global health.

Cluster analysis on survey of sexual health characteristics and health education demands in young students

Objective: To explore the difference of sexual health characteristics and demands in students in different groups, and provide the basis for targeted sexual health eduction for AIDS prevention in young students. Methods: A survey was conducted based on the requirement of health education about sexual health and AIDS prevention in young students by the education department of Guangdong province. A two-step cluster analysis was performed on the survey data obtained by convenient sampling, the variables and number of clusters included were determined by combination of analysis results and professional knowledge. The demographic characteristics, the content and form of sexual health education needed were compared among different groups. Results: Survey data of 3 884 students were collected, and six variables were used for classification: cognition or occurrence masturbation, sexual behavior, frequency of sexual information acquisition, number of acceptable sex partners and AIDS knowledge awareness rate. By these variables, the students were classified into three levels of risk groups: high risk group (46.6%), medium risk group (39.9%) and low risk group (13.5%). As for demographic characteristics, high risk group, with a median age of 19 years, had the highest proportions of boys (65.9%), students with non-heterosexuality orientation (15.2%), urban residents (58.2%), only children (30.8%) and undergraduates (54.7%). Medium risk group, with a median age of 19 years, had the highest proportions of girls (82.7%) and vocational college students (34.0%). Low risk group, with a median age of 18 years, had the highest proportions of rural residents (52.4%), non-only child (80.6%), senior high school students (41.3%), non-boarding students (17.5%) and students without internship and part-time job experience (43.2%). In terms of health education demands, high risk group had a higher demand of information about self-identity, sexual safety, sexual decision making, contraception, abortion, and sexually transmitted disease or AIDS prevention. Medium risk group paid more attention to value on love and marriage, sexual assault. Low risk group showed a higher demand of adolescent physiology knowledge. Compared with low risk group, high risk group had a higher demand of peer education, Internet/multimedia, anonymous counseling and other forms of sexual health education. The differences were significant. Conclusion: The characteristics, sexual knowledge awareness, attitude and behavior, and health education demands of young students in different groups are different, so health education materials and methods should be developed according to the characteristics of different groups to enhance the acceptance and enthusiasm of students and improve the quality of sexual health education.

Students as drivers for global health and pandemic preparedness in medical education in Germany

Abstract Background The COVID-19 pandemics has reinforced Germany's role as global health player, but the education system is lagging behind and does not adequately prepare health professionals for the new challenges. This study aims to strengthen global health in undergraduate medical education in Germany. Major objectives include: to review the current situation, explore changing demand for global health and introduce innovative teaching models and the role of student as drivers for change. Methods Mixed methods and an explorative approach were applied, comprising a scoping review, online surveys carried out at Hannover Medical School, March/April 2020, and finally a new multi-professional teaching courses initiated by students and developed collaboratively. Target groups of the survey were undergraduate medical students (n = 384) and additionally lecturers (n = 172). Results The results reveal that new health policies and Germany's new global political responsibility do not adequately translate into innovation in the education system. At the same time, demand for global health education has increased markedly and students have taken action bottom-up and introduced new courses. However, the transformative power on the level of institutions is limited. There is a need for appropriate funding and comprehensive governance innovation to align health and education institutions, research and education, policy and practice, and students and lecturers. Conclusions Implementation of global health programmes illustrates how students can become change agents and enhance institutional innovation bottom-up. However, in order to achieve wider transformative potential, these efforts must be flanked by macro-level policy changes and integrated in future pandemic preparedness strategies. Key messages Strengthening global health education is driven by students’ demand and novel teaching models. Innovation driven by students needs institutional support to achieve transformative powers.

A qualitative assessment of the sexual-health education, training and service needs of young adults in Tehran

BackgroundSexual Health and Relationships Education (SHRE) provides individuals with knowledge and skills to manage risky behaviors and take informed decisions to protect themselves against STIs, and unintended pregnancy. Only minimal SHRE is provided in Iranian schools and universities and previous research has highlighted needs and demands for improved SHRE and sexual services in Iran. This study explored young, Iranian adults’ experience of, and need for sexual health education, sexual skills training and sexual healthcare services, as well their views on how to augment and improve existing provision.Design and methodsSemi-structured interviews were conducted with a sample of 25 young adults who lived in Tehran, Iran and had volunteered to participate in the study. Transcripts were analyzed using thematic analysis.ResultsParticipants explained their needs and demands for sexual health education and sexual healthcare. They unanimously expressed their dissatisfaction with available SHRE and sexual health care provision. They highlighted barriers to gaining sexual health information and seeking advice and healthcare, including a lack of reliable resources, taboo and cultural barriers, lack of trust and protected confidentiality. This has resulted in ambiguities and misconceptions, including those regarding the cause and transmission of STIs and correct use of contraceptives. Participants recommended improvements, including holding mixed-gender extracurricular workshops with a comprehensive approach to sexual health and relationships education.ConclusionsThere is a clear need and demand for provision of relevant and reliable sexual health and relationships education for young adults in Tehran. This should be addressed to empower young people to make informed choices and avoid risky sexual behavior.

Support for global health and pandemic preparedness in medical education in Germany: Students as change agents.

The COVID‐19 pandemic has reinforced Germany's role as global health player, but the education system is lagging behind and does not adequately prepare health professionals for the new challenges. This study aims to strengthen global health in undergraduate medical education in Germany. Major objectives include: to review the current situation, explore changing demand for global health and introduce innovative teaching models and the drivers for change. Mixed methods and an explorative approach were applied, comprising a scoping review, online surveys carried out at Hanover Medical School, March/April 2020. Target groups were undergraduate medical students (n = 384) and additionally lecturers (n = 172), and finally new multiprofessional teaching courses initiated by students and developed collaboratively. The results reveal only slow pace of change on the level of the education system, while demand for global health education has increased markedly in all actor groups, but strongest in the group of students in the preclinical phase. Implementation of global health programmes illustrates how students can become change agents and enhance institutional innovation bottom‐up. However, in order to achieve wider transformative potential, these efforts must be flanked by macro‐level policy changes and integrated in future pandemic preparedness strategies.

Health literacy of college students in Beijing and the demands of health education

Health literacy is the main component of health quality and a comprehensive health indicator reflecting related idea, cognition, behavior and skills. In this paper, we investigated the overall level and characteristics of health literacy based on the survey data of college students in Beijing. The differences of health literacy level among sub-groups were compared, and the influencing factors of health literacy were discussed. The results showed that college students had a higher level in overall health literacy than other peers, but a lower level in the prevention of chronic disease and infectious disease. The level of health literacy of college students was mainly affected by their major, hometown, and situation of health-related elective. Besides, we also found that the way college students used to acquire health knowledge was inconsistent with their expectations, and the requirements for health education were also very high. More systematic and comprehensive health education should be provided in universities, with an emphasis on the knowledge of lifestyle and daily habits.

The Minnesota Model: A Residency Global Health Track Framework.

Residency programs are increasingly responding to the growing demand for global health (GH) education by forming dedicated GH tracks. These tracks incorporate a targeted curriculum, support best practices surrounding GH electives such as predeparture preparation and post-return debriefing, and encourage meaningful engagement with international and domestic partners. The University of Minnesota's pediatric residency has had a formal GH track since 2005, and although they have shared several curricular components in the literature, they have yet to provide a comprehensive summary of their GH track. In this article, the authors provide a thorough description of their evolving GH track model, highlighting outcomes and sharing free resources, with the goal of providing a concise, replicable GH track framework for educators seeking to provide more formal GH education within residency programs.