Pedagogical models for enhancing the cross-cultural online public health learning environment

Abstract

Background: Online distance learning (e-learning) is an established method for providing higher education on a global scale due to its potential to reduce inequalities particularly in the area of public health education. Simultaneously, multicultural education is a key component of health education and can be achieved by fostering cultural pluralism and mutual respect within the teaching and learning environment. Objective: Online learning in public health has the potential to bring together practitioners in various fields within a unified forum. Given that undergraduate and graduate education and student interest in the field of public health has grown worldwide over the past decade, exploring the unique features of distance learning becomes a priority area. Consequently, the need for cross-cultural collaborative learning has been on the rise. Methods: The Education Resources Information Center (ERIC), MEDLINE, PsycINFO and Cumulative Index of Nursing and Allied Health Literature (CINAHL) were searched using the keywords ‘e-learning’, ‘multicultural online education’, ‘cultural sensitivity’, ‘transcultural’, ‘cultural diversity’, ‘multicultural education theory’, ‘distance learning’, ‘public health’ and ‘cultural competence’. The quality of each study was rated against set inclusion and exclusion criteria. Results: Employing different sociological models, this paper (1) describes the historical development of the theories of cultural diversity, (2) describes a cohesive and novel theoretical framework for addressing a cross-cultural approach to public health education and (3) reviews the literature on online education as a means to suggesting different ways in which cross-cultural education can be more fully integrated. Conclusion: Implementation of this theoretical framework proposed here may lead to a better understanding of how best to enhance online public health education and how different forms of peer support can foster cross-cultural educational uptake.

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

“…Previous evidence has indicated the benefits of teaching health disparities in institutions (Cené et al, 2010; Chokshi, 2010; Elias et al, 2017). Evaluations of online education in health disparities in public health (Banerjee and Firtell, 2017; Hackett and Humayun, 2017) have revealed increased understanding of social determinants of health and health inequities (Hackett and Humayun, 2017). In this study, faculty development programmes were instrumental in providing insight and support for integration of various teaching methods and activities to promote awareness of health disparities among students.…”

“…Our findings indicate that online undergraduate and graduate public health courses in health disparities improved knowledge and understanding about health disparities among a cohort of college students. Implications for teaching about health disparities in online public health education include the fact that it promotes applied learning, a more effective learning experience and appreciation for cultural diversity that is critical to developing world-class public health leaders (Banerjee and Firtell, 2017). These findings suggest an effective way to build health disparities awareness among online college students.…”

“…More notably, students seeking to earn degrees in health-related fields represent the vast majority of online learners (Friedman, 2018). Technological improvements in the past 10 years have contributed to a growing interest in online public health education (Banerjee and Firtell, 2017). With the increasing global reach of online programmes and courses, there is a critical need to design and deliver online learning that can engage a culturally diverse audience of learners (Rogers and Wang, 2009).…”

Virtual Experiential Learning: A Description of an Internship Framework That Engages Students to Build Public Health Competencies

“…The Institute of Medicine and World Health Organization encourage inclusion of interprofessional education (IPE) within health professional curricula (UNM Health Sciences Center, n.d.), so health professionals learn from and with each other for the best population health outcomes.For many, ideal internships may be out of reach due to personal or logistical reasons (e.g., cost, housing, family; Goodman, 2015). Virtual internships may provide students experiences that are equitable, flexible, and accessible (Banerjee & Firtell, 2017;Shapiro et al, 2017); yet many virtual experiences lack engagement and interaction required for sufficient attainment of skills to advance them as a professional in their field of work (Dumford & Miller, 2018;Gray & DiLoreto, 2016).…”

L’efficacité de la formation à distance au niveau postsecondaire : une méga-analyse

“…L'avènement des nouvelles technologies n'est pas étranger à cette situation (Banerjee et Firtella, 2017;Khadimally, 2018). En effet, les technologies utilisées actuellement dans l'enseignement postsecondaire canadien sont de plus en plus variées.…”