Health Education Learning Research Articles

Exploring student perceptions of the learning environment in four health professions education programs.

The desire to support student learning and professional development, in combination with accreditation requirements, necessitates the need to evaluate the learning environment of educational programs. The Health Education Learning Environment Survey (HELES) is a recently-developed global measure of the learning environment for health professions programs. This paper provides evidence of the applicability of the HELES for evaluating the learning environment across four health professions programs: medicine, nursing, occupational therapy and pharmaceutical sciences. Two consecutive years of HELES data were collected from each program at a single university (year 1 = 552 students; year 2 = 745 students) using an anonymous online survey. Reliability analyses across programs and administration years supported the reliability of the tool. Two-way factorial ANOVAs with program and administration year as the independent variables indicated statistically- and practically-significant differences across programs for four of the seven scales. Overall, these results support the use of the HELES to evaluate student perceptions of the learning environment multiple of health professions programs.

Putting assemblage to work to explore pedagogical practices in health education in Aotearoa New Zealand

PurposeIn Aotearoa New Zealand, Health Education is socio-critical in orientation and is offered as a subject that can offer credits towards the national secondary school qualification. The purpose of this paper is to explore the learning experiences of people who studied Health Education to the final level of secondary schooling in Aotearoa New Zealand. The authors focus specifically on how the subject is taught; or the pedagogical practices that are “put to work” in the Health Education learning environment.Design/methodology/approachUsing in-depth interviews as the authors’ method of data production, they experiment with a post-qualitative approach to analysis while traversing the theoretical terrain of new materialism. In doing so, they explicate the non-human and human elements that are arranged in a pedagogical assemblage – and explore what these elements can do.FindingsThe authors found that an array of pedagogical practices were put to work in the senior secondary school Health Education classroom: Student-centred approaches, a non-judgemental and energetic tone to teaching, deployment of human and non-human resources, and students connecting with the community. The authors argue that these practices open up possibilities for a critical Health Education.Practical implicationsThis research addresses an empirical gap in the literature by focusing on Health Education in the senior secondary levels of schooling. The findings in this paper may provide readers who are Health Education teachers with ideas that could be of material use to them in their teaching practice. In terms of implications for researchers, the authors demonstrate how putting “new” theory and methodological approaches to work in the area of school-based Health Education can produce novel ways of thinking about the subject and what it can do.Originality/valueThe shifting nature of the pedagogical assemblage can ignite new ways of thinking about teaching practice in the Health Education classroom and the capacities that result for learners. In combination with a post-qualitative approach to analysis, the paper provides a novel approach to exploring Health Education.

‘We expected more about sex in the sex week’ - A qualitative study about students’ experiences with a sexual health education programme, from a health-promotion perspective

ABSTRACT Purpose The purpose of this study is to explore adolescents’ experiences with participation in a sexual health education programme named «Week 6», from a health-promotion perspective. Methods Six focus group interviews were conducted with adolescents aged 15–16 in Norway. Qualitative content analysis was used to analyse the data material. Results The results can be summed up by the main theme: “We like «Week 6» but … we expected more about sex in the sex week”. The main theme consisted of two main analysis-derived themes: “The students want a topical sexual health education, with realistic and relevant learning subjects and exercises”, and “The students want to contribute to the content and implementation, in order to improve the learning outcomes of «Week 6»”. Further, four categories were identified: organization and content, positive experiences, the potential for improvement, and learning outcome. «Week 6» is desirable, but students expect to learn more. Teaching should have a positive approach, and adolescents do not want their educators to get embarrassed. Conclusion Although the teaching methods with active participation are enjoyable, it is necessary with more time for discussions and questions. Student participation in planning and implementation of the programme seems crucial for promoting salutogenic teaching processes.

Caring for Vulnerable Communities in Miami Dade County during the COVID-19 Pandemic

In response to the COVID-19 pandemic, the Herbert Wertheim College of Medicine's Neighborhood Health Education Learning Program (NeighborhoodHELP) initiated a longitudinal assessment and mitigation of social and health care challenges for a population of approximately 850 underserved households. Here, we describe the needs assessment, ensuing interventions, and lessons learned during this pandemic.

Project CommUnity: Integrating Social Determinants of Health to Meet the Needs of the Underserved During the COVID-19 Pandemic

The COVID-19 (coronavirus) pandemic and its consequences have seriously affected Americans' physical and mental health. We developed Project CommUnity, an integrated individual and population health response to the COVID-19 pandemic based on the preexisting foundational principles of the Florida International University Green Family Foundation Neighborhood Health Education Learning Program (NeighborhoodHELP). NeighborhoodHELP identifies and addresses the social determinants of health (SDOH) that can improve the health outcomes for household members by emphasizing social accountability and interprofessional education while providing patient and household-centered care. A lack of pandemic related mental health literature led us to build on a disaster mental health framework that is informed by our community resulting in the elaboration of specific concerns and our program's responses to them. Integrating the systematic assessment of SDOH and addressing these factors as a routine component of clinical care has the potential to improve the health of our underserved patients. We discuss how NeighborhoodHELP has mobilized to address the psychosocial needs of our households by expanding upon our existing programming and providing a range of tailored services in response to the current crisis. It is our aim to present how a social understanding of the current disaster can guide the development of an integrated health care response, focusing on the needs of low-income minority households who are disproportionately affected and least equipped to respond to the burdens suddenly imposed on them.

Pemberdayaan Guru SDN 03 Kampung Olo, Nanggalo, Padang dalam Pembuatan Video Pembelajaran tentang Perilaku Hidup Sehat dan Bersih (PHBS)

During the Covid-19 pandemic, elementary schools (SD) in Indonesia were required to take school lessons online. However, many teachers do not know how to teach effectively for their students. This condition causes many parents of elementary school students confused in children's learning assistance. Another condition is poor communication with the teachers. In addition, teachers also need to prepare their students for reopening schools through teaching about Healthy and Clean Living Behavior, named PHBS in Bahasa. This service aims to empower elementary school teachers; in this case the subject is the teacher at SDN 03 Kampung Olo so that they can make interactive and interesting health education learning videos. Trainers taught about the use of simple media for making instructional videos such as screen recording technology and video editing using smartphones and laptops for education such as Canva and Filmora. The trainer also provided learning videos, booklets, and helps to provide a learning studio in the form of a green screen and audio microphone. Then this workshop produced a learning video about Clean and Healthy Living Behaviors for students. The result of this activity was an increase in the knowledge and skills of teachers of SDN 03 Kampung Olo, Nanggalo, Padang in making interactive learning videos and clean living habits (PHBS) and it is hoped that it can increase the awareness of teachers, students and parents of students with PHBS.

Use of a video-based assessment to build authentic public health skills

Abstract Background Public health education should have strong connections to applied public health practice. Health communication, including an ability to interpret and transmit knowledge, are core competencies for public health graduates. These skills have traditionally been assessed via standard oral presentations. A diversity of tasks can increase student engagement and motivation about assessments. The use of video-based assessments is a relatively new assessment format in post-graduate education. An authentic task was created where post-graduate public health students at Macquarie University, Australia collaborated in groups to create an advocacy campaign video as part of an assessment. These videos were shown at a short film event and students additionally reflected on their experience. Objective Can use of a student-produced health promotion video as a team-based assessment task lead to development of: competency in delivering public health communication; technical skills in videography; skills in team engagement and foster deep reflective thought? Results On average student grades were higher in the video task than other unit tasks, demonstrating students' competency in delivering public health messages. Unit reflections across three years revealed student benefits included: task enjoyment; feelings of achievement; opportunities to apply learning and new teamwork and videography skills. Unit evaluations found 96% of students reported an increased understanding of advocacy and health promotion and 87% reported the reflective task further consolidated learning. Unit convenor reflections include enhanced student engagement due to novelty, more scope for original presentation of work and similar convening efforts compared to traditional presentations. Conclusions This simple innovative video assessment is a practical and authentic way of teaching graduate public health students how to communicate public health messages and could be replicated in other courses. Key messages A student-produced video advocacy campaign assessment can offer student engagement and authentic learning in graduate public health education. Implementation of this convenient video-based assessment could be adapted in other courses in public health education.

Florida International University Herbert Wertheim College of Medicine.

Florida International University Herbert Wertheim College of Medicine.

Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis

BackgroundBlended learning, which combines face-to-face learning and e-learning, has grown rapidly to be commonly used in education. Nevertheless, the effectiveness of this learning approach has not been completely quantitatively synthesized and evaluated using knowledge outcomes in health education.ObjectiveThe aim of this study was to assess the effectiveness of blended learning compared to that of traditional learning in health education.MethodsWe performed a systematic review of blended learning in health education in MEDLINE from January 1990 to July 2019. We independently selected studies, extracted data, assessed risk of bias, and compared overall blended learning versus traditional learning, offline blended learning versus traditional learning, online blended learning versus traditional learning, digital blended learning versus traditional learning, computer-aided instruction blended learning versus traditional learning, and virtual patient blended learning versus traditional learning. All pooled analyses were based on random-effect models, and the I2 statistic was used to quantify heterogeneity across studies.ResultsA total of 56 studies (N=9943 participants) assessing several types of learning support in blended learning met our inclusion criteria; 3 studies investigated offline support, 7 studies investigated digital support, 34 studies investigated online support, 8 studies investigated computer-assisted instruction support, and 5 studies used virtual patient support for blended learning. The pooled analysis comparing all blended learning to traditional learning showed significantly better knowledge outcomes for blended learning (standardized mean difference 1.07, 95% CI 0.85 to 1.28, I2=94.3%). Similar results were observed for online (standardized mean difference 0.73, 95% CI 0.60 to 0.86, I2=94.9%), computer-assisted instruction (standardized mean difference 1.13, 95% CI 0.47 to 1.79, I2=78.0%), and virtual patient (standardized mean difference 0.62, 95% CI 0.18 to 1.06, I2=78.4%) learning support, but results for offline learning support (standardized mean difference 0.08, 95% CI –0.63 to 0.79, I2=87.9%) and digital learning support (standardized mean difference 0.04, 95% CI –0.45 to 0.52, I2=93.4%) were not significant.ConclusionsFrom this review, blended learning demonstrated consistently better effects on knowledge outcomes when compared with traditional learning in health education. Further studies are needed to confirm these results and to explore the utility of different design variants of blended learning.

Longitudinal Effects of Active Learning Education on Lifestyle Behavior and Physical Function in Older Adults

ObjectivesSustaining benefits of an exercise program is difficult as adherence is often poor after supervised intervention is over. This study aimed to determine whether the effects of active learning education on physical activity, dietary habits, and physical function were maintained 24 weeks after intervention termination in older adults. DesignNon-randomized controlled trial. Setting and ParticipantsCommunity-dwelling older adults aged ≥65 years who were independent in activities of daily living. MethodsThe intervention group (n = 36) underwent 24 weeks of active learning education. The control group (n = 59) attended a health education class didactically. In both groups, the education program focused on exercise, diet and nutrition, and cognitive activity for health promotion. Active learning included exploratory learning, group work, and self-planning for behavior change that promoted healthy lifestyles. Outcome measures were obtained at baseline (pre), 24 weeks (post), and 48 weeks (follow-up). Physical activity was objectively measured as physical activity level (PAL) using a triaxial accelerometer. Food intake was assessed by obtaining a dietary variety score. Physical function, including gait speed and Timed Up & Go score, was tested as secondary outcome. We used a linear mixed model to estimate the effects of intervention in intention-to-treat analyses. ResultsAll outcomes in the intervention group significantly improved compared with the control group at 24 weeks, and the improvements were sustained over a 48-week follow-up period. For PAL, between-group difference in change from baseline was 0.043 (95% confidence interval = 0.007, 0.080) at 24 weeks and 0.061 (0.023, 0.099) at 48 weeks. Conclusions and ImplicationsActive learning education is effective in enhancing healthy lifestyles and physical function sustainability beyond intervention cessation. A randomized controlled trial with a larger sample size is needed to conclusively clarify the beneficial effects of active health education learning on sustainable behavior change and functional improvement.

Addressing the Public Health Epidemic of Childhood Obesity Using Public Schools as Health Education Learning Laboratories

In our society, childhood obesity has become a pressing health issue. Childhood obesity occurs when children are considerably overweight for their age and height. Body mass index (BMI) is used to measure the percentage of body fat; therefore, the higher the BMI, the more body fat an individual has accompanied by the likelihood that the individual is obese. This research aims to address the factors that cause childhood obesity. A total of 116 journal articles were used for the development of this paper; the articles were analyzed and selected based on the occurrence of the following keywords and phrases: (1) childhood obesity, (2) social cognition theory, (3) telemedicine, and (4) nutrition education. The literature review showed a relationship between childhood obesity and body mass index (reduction, the use of telemedicine, and school food gardens). Using telemedicine video conferencing software and adding food gardens to public school curricula may be a strategy educators and policymakers can use to reduce the rate of childhood obesity.

Navigating culturally responsive pedagogy through an Indigenous games unit

ABSTRACT Curricula and pedagogies that fail to utilise the cultural resources of students contribute to educational disadvantage. The health and physical education (HPE) learning area is not exempt from these concerns with calls emerging within Australia to include movement forms and ways of knowing of Indigenous and ethnic-minority students. In many respects, these are calls to counter the normativity of Anglo-Saxon middle-class male framings for HPE. This paper engages with these concerns and seeks to contribute through reporting on a case study from Australian-based research into culturally responsive pedagogies (CRP). Utilising Ricoeur’s theorisation of narrative processes we explore a case study which centres on CRP informed pedagogical and curricular redesign in HPE. We engage with discourses of CRP to explore emergent understandings and raise awareness amongst HPE educators about the possibilities of CRP in foregrounding culturally informed movement forms and ways of knowing. We conclude in arguing all HPE educators face an ethical imperative to take up the challenge of adopting CRP and a broader range of culturally defined movement forms.

Occupational safety and health in China: junior college students' knowledge from a large cross-sectional survey in Jiangsu Province.

Occupational health and safety (OHS) is important for safeguarding workers during industrialization and pursuing economic benefits. We asked 123,943 junior college students from years 1-5 to complete an online questionnaire about their knowledge of occupational safety and health. A total of 101,577 students responded, with a response rate of 81.96%. The average score and pass rate for all valid respondents were 44.99 ± 12.53 and 75.2%, respectively. There were statistically significant differences in average scores and pass rates among students of different genders, levels, number of family members, and school locations. Government departments should increase investment in Occupational Safety and Health education for students in poverty-stricken areas, and should conduct regular assessments of students' knowledge. Junior colleges should also strengthen learning in occupational health education.

Assessing the Learning environment of major Specialty PGRs in a tertiary care Hospital by Health Education Learning Environment Survey (HELES)”

Background:
 There are many surveys available to quantify educational climate of postgraduate residents but these are lacking in validity and theoretical background. Health education learning environment survey (HELES) with 35 questions in six subscales is used in undergraduates with good results.
 Objectives:
 To quantify current health education learning environment of our Post graduate residents of FCPS/MS/MD in Surgery, Medicine and Gynae & Obs in a tertiary care hospital by using HELES tool. This quantification will help Supervisors, Hospital administrators to monitor their programs, suggest and bring improvement. 
 
 Methods:
 A cross sectional study was done in Services Institute of Medical Sciences Lahore from 10th Sep to 1st Oct 2019. A sum of 90 residents in FCPS/MS/MD program with 30 each from Surgery, Medicine and Gynae & Obstetrics were selected. A predesigned HELES proforma with 35 questions subdivided in 6 factors and 3 main dimensions was used. In “Personal development “a mean score of 34 and above was taken as positive score. In “Relationship” and in “System maintenance” dimension a mean score of 48 and above was taken as positive. Data was analyzed using SPSS 22 and p value of 0.05 was taken as significant.
 Results:
 Out of 90 residents, 57 (63.3%) were males and 33 (36.7%) were females without any significant difference between gender. The mean age was 27.4 ± 3.6 years. The mean score of all the residents in Surgery, Medicine and Gynae & Obs in all the three dimensions remained below the average reference values, which implies that our postgraduates are not content with the learning environment they live in. The comparison of means among different specialties was 0.02 which was statistically significant. Resident’s response in all the three dimensions with their year of training was significant with a p value of < 0.05. 2nd year residents of all specialties scored comparatively high in all the three dimensions
 Conclusion: PGRs in the 3 major specialties were dissatisfied with their health education learning environment. Maximum were discontent in Relationship dimension especially in Faculty relationship factor, then in System maintenance and then in Personal development dimension. Residents of Gynae & Obstetrics exhibited significantly low score in System Maintenance dimension.
 
 Key words: Health, education, learning, environment, residents

Jade Speaks Up: Developing teachers’ confidence with drama conventions to enhance health education learning

Jade Speaks Up: Developing teachers’ confidence with drama conventions to enhance health education learning

EFEKTIVITAS MODEL PEMBELAJARAN KOMUNIKASI KESEHATAN BERBASIS PENDIDIKAN KARAKTER TERHADAP PENINGKATAN PRESTASI BELAJAR MAHASISWA KEBIDANAN

Health communication is one of the core compulsory subjects for midwifery students. The character-based health communication learning model is a study with the aim to find out the effectiveness of the character education-based health communication learning model with a specific target of improving student achievement. In this study the method used was Pre-Experimental with Posttest Only Control Group Design with a sample of 70 students divided into 2 groups: 35 treatment group respondents and 35 control group respondents. The results of the study of the effectiveness of health education learning models based on character education on improving learning achievement, interpretation of the results of the normality test data of the treatment group has a sig value of 0.200> 0.05, and the control group has a sig value of 0.129> 0.05, meaning that the data is normally distributed. Results of Data Analysis using the Independent Sample T-Test of 0.035 <0.05, there is a significant difference between the learning outcomes of the experimental / treatment group and the control group. Fromthe results of the study it can be concluded that the character-based health communication learning model given to midwifery students can improve student learning achievement

Pembelajaran Bilingual English for Health Berbasis Bahasa Ibu Bagi Guru PAUD Kota Semarang

Implementation of Community Service is carried out in the form of training activities, workshops and field assistance which is divided into four stages in a systematic and continuous manner. In phase I, material will be delivered which includes: (1) Social and Emotional Health; (2) Nutrition and Fitness; (3) Safety, first Aid, and Injury Prevention; and (4) Disease Prevention and Control, (5) Techniques for preparing lesson plans on bilingual learning in health and nutrition education for early childhood that can be applied during the teaching and learning process for approximately 30 minutes, at least once a week. Phase II is training in preparing RPP about bullying. Phase III is Peer Teaching Practice and Phase IV is the Discussion and Self-reflection stage. The main aim of this Community Service is that PAUD teachers and staff can implement and implement bilingual learning programs in health and nutrition education in their respective schools so that PAUD teachers and staff can provide healthy living choices while also teaching children to make healthy life choices for them. . The methods used in the implementation of this program include training, lectures, questions and answers, and discussions, teaching practices and worksheets that are the output of participants from this training.

Applying Health Education Learning Package for Mothers Regarding Nocturnal Enuresis

Introduction: Nocturnal enuresis is a common distressing disorder that carries a significant burden. This disorder has psychological, social and financial implications for the families and their children. Aim: This study aimed to assess the effect of applying health education learning package (HELP) on mothers having children with nocturnal enuresis. Method: A quasi-experimental research design with repeated measures was utilized. A convenient sample of (88) mothers and their children (88) was recruited from the urinary incontinence out-patient clinic that affiliated to Mansoura University Children's Hospital (MUCH), Egypt. Seven structured tools were used for data collection. Results: There were statistically significant differences in mothers’ knowledge, practices and attitude post-application of the HELP regarding nocturnal enuresis compared to pre-application (P=0.000). Additionally, the frequency of bedwetting and urination problems as polyurea and urinary tract infection among the affected children were decreased. Conclusion: Applying of health education learning package regarding nocturnal enuresis showed a significant improvement in mothers' knowledge, practices and attitude. As well, the associated clinical manifestations among the affected children were decreased post-application of the HELP. Overall, the studied mother found the HELP is useful and effective in solving problems of the mothers and children related to nocturnal enuresis.

PENINGKATKAN MINAT BELAJAR PESERTA DIDIK DALAM PEMBELAJARAN PENJASKES MELALUI PENERAPAN METODE PEMBELAJARAN DEMONSTRASI DI KELAS V SDN 04 SUNGAI LIMAU

Based on the learning process of Grade V students of SDN 04 Sungai Limau in the learning process, it was found that students' interest in physical education learning was still very low. The purpose of this study was to describe and obtain information about Increasing Interest in Learning of students in physical education through the application of demonstration learning methods in Class V SDN 04 Sungai Limau, Padang Pariaman Regency. This type of research is PTK which consists of four stages, namely planning, action, observation and reflection. This study consisted of two cycles with four meetings. The subjects of the study consisted of 25 students of Class V SDN 04 Sungai Limau. The research data was collected using an observation sheet. Data were analyzed using percentages. The results of the study showed that the demonstration learning model could increase students' interest in learning in health education at SDN 04 Sungai Limau. Students' interest in learning from cycle I to cycle II. The learning interest of students in the first cycle was 70.66 (enough) to increase to 81.66 (good) with an increase of 11.00.

Impact of Health Education Learning Package Against Intestinal Parasitic Infections Among Orang Asli Children

Impact of Health Education Learning Package Against Intestinal Parasitic Infections Among Orang Asli Children