Introductory Health Research Articles

Teaching Medical Students to Provide Confidential Care for Adolescents in an Electronic Health Care Environment: An Introductory Health Information Technology Curriculum.

Electronic health record (EHR) transparency, mandated by the 21st Century Cures Act (Cures Act), puts confidential adolescent healthcare at risk through potential unintended disclosure of sensitive information to parents/guardians.1,2 As systems-level best practices emerge to promote developmentally appropriate information sharing in the EHR,3 health care professionals require relevant training. Medical students entering clerkships need preparation to recognize challenges introduced by the Cures Act1–3 and practice patient-centered written communication.

Strategies for Introductory Health Literacy Education Using Fundamental, Case-based, and Simulated Learning Experiences in Undergraduate Health Education

ABSTRACT This feature article describes strategies for designing and facilitating an introductory health literacy education mini unit using a compendium of fundamental, case-based, and simulated learning experiences in undergraduate health education. It explores issues of definition, complimentary fields, associative pedagogy and established measures, before considering contextualized and scaffolded, and skill-building approaches, and their direct translation to health education practice. The guiding perspective acknowledges health literacy as an asset and critical outcome of health education; its transferrable skills continuously enhanced in changing contexts. Conceptual and experiential health literacy education interventions are both grounded in Constructivist learning theory and informed by salient instructional planning models. Pedagogical guidance for their facilitation is provided, with particular emphasis placed on encouraging newly developed and meaningful learning informed by students’ prior experiences and knowledge. Featured collaborative and learner-centered instructional activities include live and virtual interactions, affording students practice using HL Universal Precautions to clearly communicate health information and confirm understanding of health messages. Collectively, the HL education unit was informed by emerging literature; National Health Education Standards; NACE Career Competencies; Health Literacy Clear Communication Recommended Practices; HESPA II 2020 Area VI competency, and sub-competencies. Lastly, extensive, practical applications align this HL education unit with health education practice.

Starting from the Same Spot: Exploring Mindfulness Meditation and Student Transitions in the Introductory Health Promotion Classroom

The purpose of this research was to explore student perceptions of mindfulness meditation (MM) in an introductory health promotion course, and how the use of MM during class might relate to the transitions experienced by students. Qualitative data collection took place through an online survey and in-person interviews. Data were analyzed using thematic analysis. Four key themes were identified from this research. First, that MM facilitates a sense of peace and calm; second, that MM encourages students to focus; third, MM helps promote student mental health; and finally, MM positively changes the classroom environment. Challenges and recommendations were also described.
 Keywords: mindfulness, meditation, university, transitions

Why Don’t We Just Ask Them? A Qualitative Study Regarding College Student Perceptions on What Topics Should Be Included in an Introductory Health Course

Student perceptions and opinions regarding the relevance of course content can influence their desire and motivation to learn. Instructors can benefit from including content relevant to students’ lives, possibly leading them to take a greater interest in gaining knowledge and applying the material. This study aimed to investigate the health topics included in an introductory health course offered at a medium-sized, public liberal arts university in Tennessee and to explore perceptions of current undergraduate students regarding the relevance of those topics. Over the 2018–2019 academic year, four focus groups were conducted with 14 students who discussed their perceptions, opinions, and experiences of the course and offered suggestions regarding topics they thought should be incorporated in future iterations of the course. Participants wished that topics currently covered in the course, such as nutrition and fitness, would incorporate more experiential learning to provide greater applicability to their lives as college students. Students also expressed a desire for greater coverage of topics that they considered particularly relevant to their lifestyle and health, such as mental health, sleep, time management, and decision making. Information from this study can be used to help develop course content for undergraduate personal health courses so students can feel more connected to the material.

Barriers and Strategies for Teaching About the U.S. Health Care System in China

Overview. A partnership between the undergraduate health care management program at a U.S. public research university and a Chinese university provided ongoing opportunities for U.S. faculty to teach introductory health care management courses in China. These courses have been offered every semester since Spring 2018 with course enrollment ranging from 18 to 52 students. Method. This research was based in grounded theory and aimed at creating an effective teaching strategy for Chinese students. The premises used for this task were cultural humility, ongoing personal reflection and self-critique, the active use of student feedback, and ongoing collaboration with Chinese faculty. Findings. Three pedagogical barriers were addressed as the most parsimonious and useful framework for improving teaching practice in China: (1) Differences between U.S. and Chinese health care systems made comparisons problematic. Response: A new teaching model for visualizing the core components of a health care system was successfully developed and used. (2) Differences between English and Mandarin Chinese created translation gaps. Response: Bilingual presentation materials were developed based on a scaffolding of “thick translations.” (3) There were difficulties in navigating the political landscape. Response: U.S. faculty shifted focus from locating their presentations in the political landscape of China to offering a window into the U.S. health care system from American perspective. To date, Chinese student evaluations have been extremely positive across all courses. Need for Further Research. While U.S. faculty have made significant progress in creating effective teaching strategies for Chinese students, additional research is needed to further identify and refine best practices.

Relationships between respiratory sinus arrhythmia and stress in college students.

The purpose of this study was to examine the relationships between university students' respiratory sinus arrhythmia (RSA) profiles and both retrospective and momentary ratings of stress. Participants were undergraduate students enrolled in an introductory health science course (N = 64). Participants provided RSA data at rest (tonic) and following an orthostatic challenge (phasic), completed the 10-item Perceived Stress Scale (PSS), and completed 6 daily ecological momentary assessments (EMA) of stress for 1week. Higher tonic RSA was associated with lower perceived stress assessed via PSS and average EMA responses. Those with higher tonic RSA did not differ in their experience of stress across the week, whereas those with lower tonic RSA experienced increased stress across the week, and these trajectories varied as a function of phasic responses. These findings suggest a need for greater emphasis on behavioral strategies for maintaining and enhancing autonomic nervous system health among college students.

Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop

Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.

An Academic Medical Center's Learners' Perceptions of Health Disparities.

Lack of health equity ultimately leads to unequal treatment of diverse patients and contributes to the growing disparities seen in national health. Academic medical centers should consider providing health care providers and biomedical researchers training on how to identify and address health disparities. The authors led an introductory health disparities course for graduate students and research and clinical fellows at an academic medical center in the Midwest. We compared pre/postcourse assessments to determine changes in learners' perceptions and knowledge of health disparities using an unpaired analysis to permit inclusion of responses provided only at baseline. Sixty-two learners completed preassessment, with 56 completing the postassessment (90%). In the postcourse assessment, learners reported an increase in knowledge of disparities and had changes in their perceptions of health disparities linked to treatment of different patient groups based on demographic characteristics. There was a statistically significant difference in learners' perceptions of how patients are treated based on gender identity (P=0.02) and sexual orientation (P=0.04). The results detail how an academic medical center can provide training on health disparities for diverse learners. This study underscores the influence of health disparities from the perspective of learners who conduct biomedical research and patient care. This course serves a model for introductory-level health disparities courses.

Examination of associations between risky driving behaviors and hazardous drinking among a sample of college students

Objective: Hazardous drinking is associated with other risky behaviors and negative health-related outcomes. This study examined covariation between hazardous drinking scores and the following risky driving behaviors: Falling asleep while driving, texting (receiving and sending) while driving, and driving after consuming alcohol.Methods: The participants in this study were a sample of undergraduate students (N = 1,298) who were enrolled in an introductory health course at a large Southeastern university in spring 2016 and completed an online health survey that assessed hazardous drinking, falling asleep while driving, texting while driving, and driving after consuming alcohol. We conducted a series of 2-step regression analyses to examine covariation between hazardous drinking scores (using the Alcohol Use Disorders Identification Test–Consumption [AUDIT-C]) and the risky driving behaviors of interest.Results: We found that the majority of participants did not drink and drive (91.8%), nor did they fall asleep while driving (80.4%); however, the majority did read a text while driving (81.7%) and sent a text while driving (75.3%). In the full multivariable model, hazardous drinking score was positively associated with drinking and driving (step 2 odds ratio [OR] = 1.28, 95% confidence interval [CI], 1.18, 1.38) and sending a text message while driving (step 2 b = 0.19, P = .01). Hazardous drinking score was also positively associated with reading a text while driving (step 1 b = 0.14, P < .001) and falling asleep while driving (step 1 b = 0.02, P = .02) in the model only controlling for demographic characteristics. The analyses also indicated covariability between the following risky driving behaviors: (1) drinking and driving/reading a text message while driving, (2) drinking and driving/falling asleep and driving, (3) reading a text while driving/sending a text while driving, and (4) sending a text while driving/sleeping and driving.Conclusion: The findings of this study indicate a need for interventions discouraging both hazardous drinking and risky driving behaviors in college student populations; recommendations to reduce risky driving and hazardous drinking are discussed.

Using Mind Mapping to Identify Research Topics: A Lesson for Teaching Research Methods

Mind mapping is a brainstorming technique that allows users to deconstruct complex topics by creating a graphical representation of constituent subtopics and related themes. The aim of this article is to illustrate how the mind mapping technique was used to assist undergraduate health education students in developing topic ideas for a descriptive research study. Each fall semester since 2008, a mind mapping activity was used in an introductory undergraduate health research methods course to provide health education students with a structured activity aimed at the identification of a researchable health topic and the selection of a specific aspect of that topic that warrants further study. After the construction of the mind map, students developed structured research questions and a list of key search terms that served as the foundation for a review of the literature and the development of a questionnaire for a descriptive research study. To illustrate this instructional strategy, three example mind maps are provided with detailed commentary. Discussion includes suggestions on how instructors could scaffold the mind mapping activity with individual feedback and collaborative learning to enhance critical thinking.

Implementing an Online Student Laboratory Data Repository in a First Year Undergraduate Health Science Course

In many large first year undergraduate courses in the health sciences, students participate in practical sessions (pracs) in which they are taught about and provided with opportunities to practice basic skills and techniques for measuring biophysical and psychological variables. We have successfully developed and implemented an Online Student Laboratory Data Repository in an introductory health science course which provides rich opportunities for using a large, student centric dataset in lecture components of the course to explore and evaluate underlying principles, models and theories within the discipline or profession. In future work we will examine its effectiveness in improving collaboration between undergraduate students from different health science programs.

Physical activity intervention using Fitbits in an introductory college health course

Objective: This study took the form of an intervention examining change in physical activity and quality of experience among students in an introductory health course who were asked to wear a Fitbit activity monitor throughout the semester. Method: College students ( N = 56) took part in this controlled trial. Students enrolled in an introductory health course (Education + Fitbit; n = 24) were asked to purchase a Fitbit and wear it throughout the semester. This activity monitor purchase replaced the textbook requirement to reduce the financial burden for students. Change in objectively measured physical activity within this group was compared to students enrolled in a traditional introductory health course (Education Only; n = 14) and students enrolled in an introductory humanities course (Control; n = 18). To assess objectively measured physical activity, all participants wore a sealed pedometer for one week at the beginning and end of the semester. Students in the Education + Fitbit group also provided written feedback on their experience with the Fitbit. Results: A 2 × 3 repeated-measures analysis of variance (ANOVA) revealed a significant interaction between time and group, F(2, 53) = 3.957, p = .025. Post hoc analysis of this interaction indicated that students in the Education + Fitbit group significantly increased ( p = .014) objectively measured physical activity by 1,078 steps/day, whereas physical activity in Education Only and Control groups did not significantly change. Qualitative data demonstrated that student experiences with the Fitbit were resoundingly positive. Conclusion: Replacing a textbook requirement with requiring a commercially available activity monitor in an introductory health course may be an effective and enjoyable strategy to increase physical activity among US college students.

Development and Evaluation of a Doctoral-Level Public Health Pedagogy Course for Graduate Student Instructors

ABSTRACTThis article describes the development, implementation, and systematic evaluation of a public health pedagogy course for first-time graduate student instructors in a Health Behavior doctoral program at a Midwestern School of Public Health. The pedagogy course focused on intensive pedagogical training in the first 8 weeks of a 16-week semester and then served as a forum for reflection and feedback during the second 8 weeks, when the enrolled graduate students served as either instructors of record or graduate teaching assistants for introductory health courses. Course participants (N = 7) completed anonymous pre-, mid- and post-course online surveys that assessed general teaching skills, discipline-specific teaching skills, and desire to pursue scholarship of teaching and learning (SoTL) activities. Participants' teaching self-efficacy increased for almost all survey items throughout the semester, particularly related to the instruction of health courses. Participants reported positive perceptions of the course and described it as essential for their teaching practice. This research study contributes to and expands upon the interdisciplinary study of the benefits of graduate level pedagogy courses and offers the first known assessment of a pedagogy course in the public health discipline.

Disordered gambling and co-morbidity of psychiatric disorders among college students: An examination of problem drinking, anxiety and depression

We assessed the occurrence of co-morbid psychiatric disorders (i.e., problem drinking, anxiety, and depression) among college students who met the threshold for disordered gambling. The participants included a large sample of undergraduate students (n = 1,430) who were enrolled in an introductory health course at a large, southeastern university in Spring 2011 and completed an online assessment that included scales to assess disordered gambling, problem drinking, anxiety, and depression. We calculated screening scores, computed prevalence rates for each disorder, and calculated Pearson correlations and Chi square tests to examine correlations and co-morbid relationships between the four disorders. Analyses indicated that all disorders were significantly associated (p < .01) except for disordered gambling and anxiety. Because college students who experience disordered gambling (and other psychiatric disorders) are at increased risk of experiencing co-occurring disorders, it might be useful for college health professionals to concurrently screen and intervene for co-occurring disorders.

A review of college-level health textbooks for coverage of type 2 diabetes, prediabetes, and metabolic syndrome

Objective: Type 2 diabetes, prediabetes, and metabolic syndrome are increasingly relevant health problems for United States (US) college-aged students and their family members. This study’s aim was to determine the extent to which these chronic conditions were covered in leading college-level personal health textbooks and to what degree the books emphasized the preventive steps students can take to promote their health and minimize development or worsening of these conditions. Design: A convenience sample of 10 leading college-level personal health textbooks was used in this cross-sectional study. Setting: Textbooks selected for analysis are frequently used in introductory personal health courses on college campuses across the US. Method: Textbooks were coded for level of coverage for select criteria that included risk factors, definitions, prevalence among college-aged youth, African Americans, and Hispanics, serious consequences associated with unmanaged type 2 diabetes, presence of self-assessment tool, prediabetes’ and metabolic syndrome’s association with type 2 diabetes, prevention strategies, student portrayals, and messages geared towards students living with these conditions. Results: Exemplary coverage of information related to diabetes, prediabetes, and metabolic syndrome was uncommon for the following criteria: prevalence among African Americans and Hispanics, depiction of a student with diabetes or prediabetes, prevalence of messages geared toward readers with these conditions, and in-depth discussion of prevention strategies. Conclusion: More thorough coverage in personal health textbooks is necessary given the rising prevalence of these health problems in young adults, the positive impact of healthy lifestyle choices, and the formal opportunity for learning presented through college personal health courses.

A research-based narrative assignment for global health education

There is a paucity of research on novel approaches to classroom-based global health education despite the growing popularity of this topic in health professional curricula. The purpose of the following paper is to (1) describe the rationale underlying the use of a research-based narrative assignment for global health education, and (2) describe the results from an evaluation of this assignment with undergraduate public health students, including its strengths and limitations. The research-based narrative assignment was implemented during an introductory global health course for third and fourth year undergraduate public health students. The students (n=20) completed the assignment and then wrote a two-page reflection about their experience. The author analyzed these student reflections using open coding and thematic analysis. Four salient themes were identified from the written reflections including (1) the challenge of representing persons, (2) the opportunity to develop an engaged understanding of the chosen issue, (3) seeing the bigger picture or integrating the various determinants into a coherence story, and finally (4) the struggle to create a compelling story that was based on accurate information. The analysis of the students' reflections provides important insights into their experience conducting this assignment, particularly in highlighting key strengths and challenges of this approach. These strengths and challenges are discussed.

Introduction to Health History Interviewing for the Dental Student

Abstract This web-based module provides introductory health history interviewing techniques and strategies to students who have no prior interviewing training. It was prepared specifically for dent...

Random Assignment to Illness: Teaching Illness and Disease in the Introductory Health Communication Course

Objective: This assignment illustrates the concept of illness versus disease, and exposes students to information on various conditions. Courses: The assignment is appropriate for an undergraduate course in health communication or other health-related courses.

Body Mass Index, Physical Activity, Nutritional Habits, and Perceived Body Image Among Pacific Islanders in the Federated States of Micronesia

LANGUAGE NOTE | Document text in English; abstract also in Chinese.&#x0D; The purpose of the study was to examine the physical activity levels, nutrition, and body image of participants from Yap Proper and the outer islands. A mixed methods design was utilized. Participants included 29 adults enrolled in an undergraduate Education degree program from two separate summer school classes: 19 adults from an Introductory Health and Wellness class and 12 adults from a PE Methods: Elementary class for classroom teachers. Three higher-order themes resulted from the analysis: Cultural Values, Body Image, and Westernization. Results from the nutrition logs indicated that participants preferred local grown foods and also consumed western imported foods available on the island. Daily step counts of participants ranged from a low of 190 steps on day one to a high of 12, 375 on day 28. By day 28, participants were walking between 3-6 miles per day. Additional exercise outside of walking was not performed by participants. The mean of Pre-BMI data were 31.91 and the mean for Post-BMI data were 31.97. Participants stated that they felt that their bodies were fat and that they were satisfied with that image. Participants also indicated that a higher importance in their culture was placed on obesity and that an obese body was associated with beauty and prosperity. Findings suggest that cultural beliefs contribute to obesity rates by affecting the type of physical activity that is performed due to gender-specific roles. Lack of access to a variety of nutritious foods also affects nutrition habits.&#x0D; 本文旨在探討太平洋島居民的體質指數、身體活動、營養攝取及身體形象。結果顯示文化因素是影響身體肥胖的原因。

‘Sexuality isn't just about sex’: pre-service teachers' shifting constructs of sexuality education

This paper presents the findings of a three-year study into pre-service (student) teachers' experiences of and beliefs about sexuality education in New Zealand schools. It reports on participants' own memories of school sexuality education programmes, and examines changes in their constructs of sexuality education during their teacher education in health education. Comparisons between their original beliefs about what constitutes ‘good’ sexuality education and those they had developed after three years of teacher education are made. Before beginning and after completing introductory health education courses in 2004 and third-year health education specialism courses in 2006, quantitative and qualitative data were collected. Analysis of the earlier data showed that participants saw learning about physical safety and disaster prevention as constituting effective sexuality education. By the end of 2006, although physical safety and avoiding risk were still presented as important aspects of sexuality education, a theme of ‘sexuality isn't just about sex’ had emerged. Positive and comprehensive approaches to teaching about sexuality now defined their constructs of sexuality education. Only few participants, however, demonstrated embedded understanding of sexuality as a social construction, or expressed critical or socio-ecological perspectives of sexuality education.