Teaching Public Health Through a Pedagogy of Collegiality

Chávez, Vivian; Turalba, Ruby-Asuncion N.; Malik, Savita

doi:10.2105/ajph.2005.062950

Cited by 34 publications

(34 citation statements)

References 22 publications

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“…Considering that students within this subject had already worked in small interprofessional groups for a major assessment and had been in the same tutorial for 10 weeks before this learning activity, the group discussions may have been more fruitful than if the activity had been introduced earlier in the semester, as some rapport had been fostered. Thus in planning team-based interprofessional reflective activities the size, consistency and duration of the group as well as the underlying pedagogical philosophies are worthy considerations (Chávez, Turalba, & Malik, 2006). A failure to take these aspects into consideration may cause students to disengage from reflective practice, limiting their ability to develop an integral skill for CC and interprofessional worka conclusion which also reflects findings from a recent realist synthesis of the literature on teamwork in interprofessional practice (Sims, Hewitt, & Harris, 2015).…”

Section: Discussionmentioning

confidence: 73%

Developing cultural competence through self-reflection in interprofessional education: Findings from an Australian university

Olson

Bidewell

Dune

et al. 2016

Journal of Interprofessional Care

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Interprofessional education and cultural competence are both necessary for health professionals working in interprofessional teams serving diverse populations. Using a pre-post-survey case series design, this study evaluates a novel learning activity designed to encourage self-reflection and cultural competence in an Australian interprofessional education context. Undergraduate health professional students in a large subject viewed three 7-15 minute videos featuring interviews with persons of a minority cultural, linguistic, or sexual group who were living with a disability or managing a health condition. Immediately afterwards, students in interprofessional groups completed a structured activity designed to promote interprofessional and cultural reflection. A localised version of a validated scale measured cultural competence before and after the learning activity. Results suggest the value of video-based learning activities based on real-life examples for improving cultural competence. Despite initially rating themselves highly, 64% of students (n = 273) improved their overall cultural competence, though only by M = 0.13, SD = 0.08, of a 5-point rating-scale interval. A nuanced approach to interpreting results is warranted; even slight increases may indicate improved cultural competence. Suggestions for improving the effectiveness of video-based cultural competence learning activities, based on qualitative findings, are provided. Overall the findings attest to the merit of group discussion in cultural competence learning activities in interprofessional education settings. However, the inclusion of group discussions within such learning activities should hinge on group dynamics.

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Section: Discussionmentioning

confidence: 73%

Developing cultural competence through self-reflection in interprofessional education: Findings from an Australian university

Olson

Bidewell

Dune

et al. 2016

Journal of Interprofessional Care

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“…Within the limitations of the course, we wanted to foster dynamics similar to those professional experiences in forming interdisciplinary health teams, as articulated by scholars such as Nandiwada and Christine (2010); Korasim-Korosy et al (2014); Perrault et al (2008);and, Tourse et al (2005). Our intent was to "teach through a pedagogy of collegiality" by integrating the principles of community organizing, building community and valuing diversity, engaging the senses, and writing across the curriculum" (Chavez, Ruby-Asuncion, & Malik, 2006, p.1175). These observations are further supported by a focus group conducted by Barclay & Rodgers (2006).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Promoting public health through community engagement: Embracing the journey

Roberts

Jumpper-Black

2016

Journal of Human Behavior in the Social Environment

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This case study recounts and analyzes the journey graduate students, enrolled in an experiential, interdisciplinary health promotions course, took with a diverse, urban, Black, Midwest community. Community members, faculty, and graduate students in social work and public health were fellow travelers on this voyage into uncharted territory. A major goal of the journey was to teach students how to recognize community strengths and to facilitate the community in using those strengths. The learner's stance is used as the guiding principle for this reflective journey that generated serendipitous benefits and challenges. The article concludes with recommendations for interdisciplinary education and curriculum development.

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“…Their teaching strategies involve recognising and taking into account the broader societal context; its impact on local problems and social change are articulated. Consistent with Chávez, Turalba and Malik [56], PHNEs reported that the significant tenet of their pedagogical approaches was to create a balanced environment for learning public health by facilitating critical dialogue about social conditions, giving students a voice, and motivating them to reflect on their lives and take action.…”

Section: Discussion Of Findingsmentioning

confidence: 74%

Health inequalities as a foundation for embodying knowledge within public health teaching: a qualitative study

Mabhala

2013

International Journal for Equity in Health

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IntroductionRecent UK health policies identified nurses as key contributors to the social justice agenda of reducing health inequalities, on the assumption that all nurses understand and wish to contribute to public health. Following this policy shift, public health content within pre-registration nursing curricula increased. However, public health nurse educators (PHNEs) had various backgrounds, and some had limited formal public health training, or involvement in or understanding of policy required to contribute effectively to it. Their knowledge of this subject, their understanding and interpretation of how it could be taught, was not fully understood.MethodologyThis research aimed to understand how public health nurse educators’ professional knowledge could be conceptualised and to develop a substantive theory of their knowledge of teaching public health, using a qualitative data analysis approach. Qualitative in-depth semi-structured interviews (n=26) were conducted with eleven university-based PHNEs.ResultsIntegrating public health into all aspects of life was seen as central to the knowing and teaching of public health; this was conceptualised as ‘embodying knowledge’. Participants identified the meaning of embodying knowledge for teaching public health as: (a) possessing a wider vision of health; (b) reflecting and learning from experience; and (c) engaging in appropriate pedagogical practices.ConclusionThe concept of public health can mean different things to different people. The variations of meaning ascribed to public health reflect the various backgrounds from which the public health workforce is drawn. The analysis indicates that PHNEs are embodying knowledge for teaching through critical pedagogy, which involves them engaging in transformative, interpretive and integrative processes to refashion public health concepts; this requires PHNEs who possess a vision of what to teach, know how to teach, and are able to learn from experience. Their vision of public health is influenced by social justice principles in that health inequalities, socioeconomic determinants of health, epidemiology, and policy and politics are seen as essential areas of the public health curriculum. They believe in forms of teaching that achieve social transformation at individual, behavioural and societal levels, while also enabling learners to recognise their capacity to effect change.

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Teaching Public Health Through a Pedagogy of Collegiality

Cited by 34 publications

References 22 publications

Developing cultural competence through self-reflection in interprofessional education: Findings from an Australian university

Developing cultural competence through self-reflection in interprofessional education: Findings from an Australian university

Promoting public health through community engagement: Embracing the journey

Health inequalities as a foundation for embodying knowledge within public health teaching: a qualitative study

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