Health Education Faculty Research Articles

Rethinking the online environment through collaborative learning

The COVID-19 pandemic brought about a devastating disruption to health, social, economic, and educational systems worldwide. Post-secondary institutions responded expeditiously by extensively converting their classes to a digital format. Teachers' use of collaboration represents a critical instructional approach to enhance student learning and retention in online courses. This investigation examined the perceptions of health education faculty towards incorporating online collaborative learning into their curriculum. Grounded in the northeastern United States, the study’s findings suggested that instructor attitude functioned as a powerful, effective, and consistent predictor of their willingness to implement collaboration.

“Knock, Knock … Who’s There?” ChatGPT and Artificial Intelligence-Powered Large Language Models: Reflections on Potential Impacts Within Health and Physical Education Teacher Education

This research note suggests the emergence of Artificial Intelligence-powered chatbots like ChatGPT pose challenges to the future of higher education. We as a field should pay attention to issues and opportunities associated with this technology across learning, teaching, and research spaces. We propose ignoring, or being indifferent to, predictions about what technologies like Artificial Intelligence-powered chatbots can do can cause us to do “dumb things.” All health and physical education teacher education faculty members should make efforts to learn about these tools to facilitate informed, solution-focused decisions about whether and where to leverage them. We highlight the importance of maintaining sociocritical perspectives when considering use of digital technologies to understand and address digital (in)equity and promote equitable practices. We conclude by emphasizing the need for field-specific consensus statements to guide ethical and appropriate use of Artificial Intelligence-powered chatbots, to ensure the value of these tools is harnessed for the good of the society. [Output by ChatGPT-3]

Medical Students on the Virtual Front Line: A Literature Review Elective to Provide COVID-19 Clinical Teams With Essential Information.

At the Hackensack Meridian School of Medicine (HMSOM) in New Jersey, clinical activities for students were suspended on March 15, 2020, due to the COVID-19 pandemic. Clinical teams at Hackensack Meridian Health (HMH) needed resources for identifying and assimilating the medical literature regarding COVID-19, which was expanding and evolving daily. HMH leaders reached out to HMSOM leaders for assistance. The HMSOM leadership and faculty quickly organized a literature review elective. Eight second-year medical students participated in a literature review elective course to research and synthesize the COVID-19 clinical literature to provide synopses of best practices for various clinical teams. By March 23, students were searching the literature and writing reports independently, mentored by a senior dean (an infectious diseases specialist) and supported by the associate dean of libraries and library team. The library team updated and categorized student reports daily on a website dedicated to the elective. During the 6-week elective, 8 students produced 70 reports synthesizing the emerging COVID-19 literature to help answer practitioners' clinical questions in real time. One student report was posted on the American Academy of Ophthalmology website. All 70 were published online in Elsevier's health education faculty hub. On course evaluations, students expressed regret about not being directly involved in patient care but articulated their gratitude to be able to contribute to the clinical teams. In June 2020, the students returned to their clinical clerkships as COVID-19 clinical volumes declined and personal protective equipment became more available. Students continued to be available to the clinical teams to assist with COVID-19 questions. This literature review elective can serve as a model for other medical schools to use to deploy students to help synthesize the evolving literature on COVID-19 or other rapidly emerging research topics.

Health Education Faculty's Perceptions and Practices Regarding Advocacy

The purpose of this national population study is to assess health education faculty’s perceptions of advocacy related activities and determine their current teaching practices. The study surveyed 1150 health education faculty members regarding their personal involvement in health advocacy, their current teaching practices regarding advocacy and public policy, and their confidence in teaching advocacy and public policy topics. The survey response rate was 50 %. Based on the findings of this study, professional development for faculty members and institutional support for increased training and personal involvement in the areas of advocacy and public policy are highly recommended.

Diffusion of Innovation Elements that Influence the Adoption and Diffusion of Distance Education in Health

The purpose of this study was to identify which elements in Rogers’ (2003) diffusion of innovation theory are more likely to influence the adoption and diffusion of distance education in health education. Researchers used Survey Monkey to disseminate an instrument to health education faculty and instructors currently employed by the health education and promotion departments listed in the AAHE directory (2011). Based on the results, it can be concluded that the likelihood of distance education adoption by health education faculty is dependent on the communication channels and characteristics of the innovation (distance education) elements of the diffusion of innovation theory.

The Effect of Teaching Style Pratice, Reciprocity, Inclusion and Learning Motivation on Butterfly Swimming Skills

Teaching styles have a very big role in improving students' learning abilities, by various learning styles it is hoped that students can find most appropriate teaching style that can improve student skills in learning, especially in the basic motion course of swimming. The training teaching style, reciprocity, inclusion of Mosston was selected in this study and learning motivation as the moderator variable was divided into 2 parts, they’re high and low. to determine the effect of teaching Style Pratice, reciprocal inclusion and learning motivation on butterfly swimming skills in male students at the Sports and Health Sciences Faculty. Method used in this study is an experimental method with a 3x2 factorial design. Subjects in the study were male students at the Sports and Health Education Faculty, Teachers' Training Institute, Indonesia Teachers Association, Pontianak. Based on the study results, it’s known that the reciprocal teaching style is better than teaching Style Pratice, the inclusion teaching style is better than the teaching Style Pratice and the inclusive teaching style, reciprocity is equally good in learning butterfly style swimming skills in male students at FPOK IKIP PGRI Pontianak.

Fostering an interprofessional learning community of scholars: A model for contemporary faculty development

Inspired by learning communities, an evidence-based solution to combat faculty burnout, the University of Kentucky (UK) Center for Interprofessional Health Education's Faculty Fellows and Associates Program offers a novel approach to contemporary faculty development. The Program utilizes minimal financial resources and modest staff support to accomplish its main objectives: identify and recognize IPE champions, promote and support faculty interprofessional education (IPE) contributions, and demonstrate ongoing institutional commitment to faculty development, engagement, and support. This model simultaneously honors faculty IPE contributions and offers robust professional development, while effectively promoting IPE broadly. To date, members from thirteen different colleges and departments have leveraged the program to create numerous scholarly presentations and publications as well as a broad variety of other creative work. The benefits of the Fellows and Associates Program extend to the next generation of health care providers, the students ultimately inspired by these IPE champions.

Teacher candidate perceptions of the edTPA in physical and health education

ABSTRACT The purpose of this exploratory case study was to investigate physical and health education teacher candidate’s perceptions of factors influencing effective implementation of edTPA at one teacher preparation program in the Southeastern United States. The participants were six physical and health education teacher candidates who had recently completed the edTPA portfolio. In line with the principles of case study methodology data were collected through the application of a Qualtrics survey, followed by focus group and one-on-one interviews. NVivo 11 Pro software package was employed to analyse data using analytic induction and constant comparison techniques. The analysis revealed that the factors that influenced participant experiences of the edTPA fell into four themes: (a) tandem cooperating teachers and teacher candidates’ edTPA learning, (b) essential faculty support, (c) boot camp workshop support, and (d) effective mock submissions. The study reveals that there are a number of strategic interventions that can improve the effectiveness of edTPA programs. These include, but are not limited to, targeted training for cooperating teachers, involving physical and health education faculty in boot camp workshops, and assigning mock edTPA assignments during methods courses.

Selected Bibliography for the 125<sup>th</sup> Anniversary of Central Michigan University

The Michigan Historical Review 43:2 (Fall 2017): 65-80©2017 Central Michigan University. ISSN 0890-1686 All Rights Reserved Selected Bibliography for the 125th Anniversary of Central Michigan University By Susan Eileen Paton In 1892, twelve Mount Pleasant, Michigan, businessmen formed a committee and set their sights on building a teacher training school. They sold stock and prospective housing lots to buy the old Hursh farmland south of town and contracted with Professor Charles F. R. Bellows to head the school. Thus, the Central Michigan Normal School and Business Institute was born with thirty-one students in attendance that first year. In 1895, the Michigan State Board of Education assumed control of the school, an occasion met with much celebratory bonfires and banquets in Mount Pleasant. In 1918, the school, now boasting five buildings, awarded its first Bachelor of Arts degree. The name changed several times over the next few decades until 1959 when, with a student population of just over 4,500, it became Central Michigan University. Today, that original 10-acre plot has grown to 480 acres, and the 28,000 students enrolled at CMU can choose classes from over 200 academic programs. This selected bibliography is arranged in a loosely chronological format and by no means does it include all the archival material on the school’s history housed at CMU’s Clarke Historical Library, but it offers a glimpse at the wealth of records, be they letters, diaries, photographs, minutes, reports, or films that await any curious researcher. Announcement of Central Michigan Normal School and Business Institute Reproduction of the original 1892 twenty-one-page document; it was reprinted by the Clarke library for the 75th anniversary in 1967. College of Education vertical files Files run from 1892 on up to 1998, beginning with Normal School and then Teachers College records, and include ads, bulletins, newsletters, handbooks, and more. Also included are materials from the 1950s and 1960s on Rural School Management and the Teacher Education Project. 66 The Michigan Historical Review Central Michigan Normal School Class of 1896 Normal school photo album Small photo album with thirty-five images of professor portraits, student activities, Chippewa River excursions, an ice storm, and several female students, perhaps friends of the album’s owner, Christine Weideman, a student at the time (1893-1895). The First Hundred Years: A Portrait of Central Michigan University, 1892-1992, by John Cumming A richly detailed history including construction, leaders, and social life, with a section on campus adjustments that touches on such varied topics as faculty collective bargaining and alcohol misuse. A History of the Mathematics Department, Central Michigan University, 18921992 , by James K. Bidwell Written for CMU’s centennial, this book covers department and faculty activities as well as course chronology. CMU Bibliography 67 Proudly We Serve: Historical Sketches of Central Michigan College by Administration, 1892-1955, by Rolland Harper Maybee, with Victor P. Croftchik and Irwin M. Campbell Booklet from 1955 of Central’s earlier years organized by college presidents, includes photos. A History of the Department of Health Education at Central Michigan University, 1892-1977, by Sherri C. LeClear Masters’ thesis (1979) covering the growth of the Health Education department and faculty activities during these years. How Sweet is Your Suite: A History of Housing at Central Michigan University, by Donald W. Kilbourn Divided into two parts (1892-1958 and 1959-1980), this book offers histories and recollections of every dorm on campus. Central Michigan University, by Jack Westbrook History of Central from 1892-2007 (the year it was published), packed with photographs. Oversized images Images include a range of years, beginning with commencement photos of the 1890s on up to a 1969 sepia-tone print of Warriner Hall. Normal School Class of 1898 photo album Album includes sixty-one formal portraits of staff and students of the Normal School in 1898. Album has a black cover with a gold-lettered title; inscription reads “Courtesy of Mrs. A. E. Gorham.” Student Personnel, Course History of Central Michigan College 1903-1954 A listing of all courses offered during the years 1903-1954, from “aeronautics” to “speech & drama.” 68 The Michigan Historical Review Central Normal School campus in 1923, looking south...

Facilitating collaborative interdisciplinary research: exploring process and implications for leisure scholars

ABSTRACTMany institutions encourage interdisciplinary research (IDR) to maximize organizational resources and to develop more practical approaches to address transdisciplinary ‘real world’ issues such as obesity. Leisure researchers have joined fields such as public health and kinesiology to address increased rates of obesity and physical inactivity with the perspective that these issues require integrated cross-disciplinary knowledge. This case study examined the collaborative process throughout an IDR project involving leisure, health education, physical education and STEM education faculty (five members). The major research questions addressed are as follows: (1) What are the synergies, opportunities and/or obstacles identified by faculty throughout the development, implementation and evaluation of the IDR program? (2) What are the implications of these findings for leisure researchers working in IDR? Faculty responded to email questions and surveys and were interviewed individually before and during the planning phase, during the implementation phase and at the end of the study. All data were transcribed and analyzed inductively, relying on the constant comparative method, with triangulation within and across different data types and member checks. Themes relating to synergies, constraints, understanding of collaborative processes and interdisciplinary knowledge were identified.

Foundational Courses in Health Education

Community colleges educate a substantial proportion of future health professionals. In particular, they provide an important incubator for health education specialists who may pursue their foundational courses in a 2-year degree setting, with an opportunity to articulate to a 4-year degree program in health education. Community colleges also have strong connections to the communities they serve, a foundational element shared with health education, and enroll many students from underserved communities who could enhance the diversity of the future health education workforce. This article describes the development of three foundational courses in health education by the Society for Public Health Education, Inc. (SOPHE), working as part of The Framing the Future: The Second 100 Years of Public Health Task Force under the aegis of the Association of Schools and Programs in Public Health and the League for Innovation in Community College in the United States. Using the latest available competencies for the health education profession, three prototype curricular outlines were created in 2014, including an introduction to health education, accessing and analyzing health information, and advocacy and leadership in public health (a service-learning course). The course content outlines are presented herein, and their relationship to the 2010 health education competencies. We outline next steps in linking SOPHE health education faculty and practitioners with community college representatives to develop quality associate degree course offerings that articulate to baccalaureate degree programs in health education.

Successes and Challenges of Interprofessional Physiologic Birth and Obstetric Emergency Simulations in a Nurse-Midwifery Education Program.

This article describes childbirth simulation design and implementation within the nurse-midwifery education program at the University of California, San Francisco. Nurse-midwife and obstetrician faculty coordinators were supported by faculty from multiple professions and specialties in curriculum review and simulation development and implementation. The primary goal of the resulting technology-enhanced simulations of normal physiologic birth and obstetric emergencies was to assist learners' development of interprofessional competencies related to communication, teamwork, and patient-centered care. Trainees included nurse-midwifery students; residents in obstetrics, pediatrics, and family medicine; medical students; and advanced practice nursing students in pediatrics. The diversity of participant types and learning levels provided benefits and presented challenges to effective scenario-based simulation design among numerous other theoretical and logistical considerations. This project revealed practical solutions informed by emerging health sciences and education research literature, faculty experience, and formal course evaluations by learners. Best practices in simulation development and implementation were incorporated, including curriculum revision grounded in needs assessment, case- and event-based clinical scenarios, optimization of fidelity, and ample time for participant debriefing. Adequate preparation and attention to detail increased the immersive experience and benefits of simulation. Suggestions for fidelity enhancement are provided with examples of simulation scenarios, a timeline for preparations, and discussion topics to facilitate meaningful learning by maternity and newborn care providers and trainees in clinical and academic settings. Pre- and postsimulation measurements of knowledge, skills, and attitudes are ongoing and not reported. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health.

Meta-analysis of the effectiveness of school substance abuse prevention programs in Spain.

There has been an increase in adolescent substance use that has led to the development and implementation of prevention programs. New evidence is needed in order to improve them and optimize the resources. The aim of this paper is to use a meta-analysis to analyze the effectiveness of school drug prevention programs in Spain. Twenty-one studies that evaluated drug abuse prevention programs in schools, were published between 2002 and 2013, and that met the selection criteria were identified. Preventive program effectiveness was low ( d = 0.16), although it was higher at the follow-up ( d = 0.30). The programs were most effective in changing attitudes ( d = 0.44) towards drugs. The models of health education ( d = 0.48) and social learning ( d = 0.20) were also very effective, especially in combination with oral, written, and audiovisual support material ( d = 0.21) and the implementation of joint programs by health education professionals and faculty members ( d = 0.25). Is possible to determine the need for more rigorous evaluations of interventions to establish useful programs.

Philosophical Foundations of Health Education

Philosophical Foundations of Health Education is a powerful, thorough, and unique resource for health educators and especially for health education and promotion faculty. It contains previously published articles by leaders in the profession since the 1950s. The articles are grouped by the topics into six distinct parts. The book argues that all health professionals, new or old, need to develop their own personal philosophy about health and the profession and to use it to inform how they view and use the philosophies in their roles as professional health educators.

Ethical issues in professional development: Case studies regarding behaviour at conferences

Health education professionals are often called upon to be role models of professional conduct as well as mentors to their students. Part of that mentoring, particularly of graduate students, involves preparing students to conduct research, and publish and present results of their work at state and national conference venues. Health educators often urge students to attend and present at professional conferences, but little preparation is given regarding behavioural expectations of the students who attend. Likewise, faculty was not mentored about conference behaviour expectations during their own professional preparation, and may not appropriately behave. Some view conference attendance merely as a chance to get away from academic responsibilities, visit a desirable location, or time to have fun with friends. This article presents scenarios of potential professional conference behaviours of health education faculty and students. A series of discussion questions relating to the values, morals, and ethics of the situation follow each scenario. The article concludes with a discussion of what the authors believe is appropriate and inappropriate conference behaviour. This information may be valuable to faculty and students alike as they determine the ethics involved with behaviour at professional conferences.

Effect of Respondent Code Location on Survey Response Rate

Survey response rates were examined for differences based on the location of the respondent code, a numerical code placed on the survey versus a numerical code placed on the return envelope. A four-page survey on criteria and procedures used when hiring health education faculty members was mailed to program coordinators of university health education programs (N = 223). Half of the coordinators (n = 112) received coded surveys (surveys that had a written overt three-digit code at the top right corner of the first page of the survey). The other half of the coordinators (n = 111) received coded return envelopes (return envelopes with a six-digit code typed directly under the return mailing address). A total of 132 coordinators returned completed surveys (62%). Response rate did not differ significantly based on placement of respondent code. Survey researchers are thus recommended to devote their efforts to other inducement strategies to increase response rates.

Advocacy 201: Incorporating advocacy training in health education professional preparation programs

Involvement in advocacy is a responsibility of health educators, as identified by the National Commission on Health Education Credentialing. Of all the professional responsibilities, participation in advocacy-related activity is often neglected. This lack of participation may be due to the absence of advocacy and policy skills training in health education professional preparation programs. The lack of training may be attributed to various reasons, such as the university faculty being unsure about how to include students in advocacy work, students being unable to see the relevance of advocacy to their studied field or the lack of available time to conduct advocacy by students and faculty alike. This article will focus on promoting advocacy among health education faculty and students, and provide creative strategies to incorporate advocacy knowledge and skills into health education coursework. A review of common health education courses is provided with suggestions for relevant advocacy projects, course assignments and proposed evaluation strategies.

Institutions of Higher Education Pre-Service School Health Education Practices

Background: The quality of health education teachers is, in large part, dependent on the education they receive from their teacher preparation program. Purpose: This study assessed institutions of higher education (IHE) teaching practices in school health teacher preparation programs regarding the amount of time spent and content taught related to various health education tools and products (e.g. National Health Education Standards, the Health Education Curriculum Analysis Tool and the School Health Index). Methods: A survey (87 items) that demonstrated validity and reliability was mailed to the population of 225 lead school health education faculty at IHEs that offered school health licensure or certification programs. Results: The response rate was 59.6% (134/225). Faculty who taught how to use a variety of health education materials varied (30.6% to 89.6%), depending on the tools and products. Discussion: A primary responsibility of IHEs should be to help pre-service teachers utilize the tools and products described in this study. Many IHEs do not train their pre-service school health education majors to use these tools and products. Translation to Health Education Practice: Quality school health teacher preparation includes being trained on how to use these tools and products. To improve the quality of education provided by IHEs to pre-service school health education teachers, methods faculty need more training on incorporating these various tools into their curriculum.

Applied Learning Activity for Health and Fitness Students to Advocate for School Playground and Gymnasium Safety

Playground accidents are a leading cause of injury to children at school and home. Health and physical education faculty and students from a university school of education and college of nursing collaborated with wellness team members in a public school system to complete a systematic planning process. The aim was to enhance the school health program and reduce risk of injuries. University faculty mentored health and physical education students as they developed professional competencies related to program planning and advocacy. Students identified safety hazards in 52 school/community playgrounds and 45 gymnasiums, and reported maintenance issues to reduce the risk of injuries. Teachers, parents, students and community residents can learn to assess playground and gymnasium safety, identify hazards, and plan improvements to the school health environment.

Educating for Advocacy: Recommendations for Professional Preparation and Development Based on a Needs and Capacity Assessment of Health Education Faculty

An electronic survey was used to conduct a needs and capacity assessment of health education faculty to determine the extent to which advocacy instruction is present in undergraduate and graduate curricula in health education and to identify faculty members' needs and capacity to provide professional preparation and development experiences related to advocacy. An analysis of the results reveals that most undergraduate and graduate health education programs include advocacy instruction. Although faculty believe advocacy and instruction related to advocacy are important, many lack advocacy-related professional preparation and development experiences and do not participate in advocacy-related training initiatives and advocacy activities. There is wide variability in faculty confidence in their competence to provide advocacy instruction. Partnerships among professional organizations, health education practitioners, university faculty, individuals engaged in policy advocacy initiatives, and policy makers are needed to enhance the capacity of university faculty to provide professional preparation and development experiences related to advocacy.