Community Engagement, Organization, and Development for Public Health Practice-Instructor’s Manual (original) (raw)
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Public Health Reports
Public health education is experiencing record growth and transformation. The current emphasis on learning outcomes necessitates attention to creating and evaluating the best curricula and learning methods for helping public health students develop public health competencies. Schools and programs of public health would benefit from active engagement in pedagogical research and additional platforms to support dissemination and implementation of educational research findings. We reviewed current avenues for sharing public health educational research, curricula, and best teaching practices; we identified useful models from other health professions; and we offered suggestions for how the field of public health education can develop communities of learning devoted to supporting pedagogy. Our goal was to help advance an agenda of innovative evidence-based public health education, enabling schools and programs of public health to evaluate and measure success in meeting the current and futu...
Community engagement education in academic health centers, colleges, and universities
Journal of clinical and translational science, 2022
Community engagement (CE) is critical for advancing health equity and a key approach for promoting inclusive clinical and translational science. However, it requires a workforce trained to effectively design, implement, and evaluate health promotion and improvement strategies through meaningful collaboration with community members. This paper presents an approach for designing CE curricula for research, education, clinical care, and public health learners. A general pedagogical framework is presented to support curriculum development with the inclusion of community members as facilitators or faculty. The overall goal of the curriculum is envisioned as enabling learners to effectively demonstrate the principles of CE in working with community members on issues of concern to communities to promote health and well-being. We highlight transformations needed for the commonly used critical service-learning model and the importance of faculty well-versed in CE. Courses may include didactics and practicums with well-defined objectives and evaluation components. Because of the importance of building and maintaining relationships in CE, a preparatory phase is recommended prior to experiential learning, which should be guided and designed to include debriefing and reflective learning. Depending on the scope of the course, evaluation should include community perspectives on the experience.
More questions than answers? Expanding students' reflections from a community health experience
Education for Health: Change in Learning & Practice, 2006
Medical schools' curricular content ranges widely from precise basic science material to a heterogeneous mix of clinical presentations to diffuse social and life issues. The context within which this content is delivered is also variable, covering precisely designed laboratory settings, structured clinical ward settings, and uncontrolled community settings. Educators in medical schools, while able to cover curriculum content didactically, may find it challenging to adequately facilitate a wide and varied exposure to relevant learning issues. This challenge becomes greater when moving from the basic science laboratory to the community setting. The response of the student to community-oriented programmes is an important consideration in helping educators to assess possible learning outcomes beyond the stated learning objectives. This adds an important dimension to the restricted learning environment of the lecture room. It is in fact noted that some of the skills doctors require, can only be gained through planned practical learning experiences in a representative range of health problems encountered in their normal setting (World Health Organization, 1985).
Community engagement in the Faculty of Health Science: A concept analysis
Health SA Gesondheid, 2020
Background: Community engagement has been given different interpretations by scholars and organisations; in addition, current scientific literature has not reached a consensus on how it is defined. This difference in conceptualisation may lead to confusion regarding the meaning. The researcher observed that academic staff from the Faculty of Health Science at an institution of higher education in Namibia are not certain of what counts as community engagement. This has led to some activities from the faculty being cancelled from the institutional review reports as they were not recognised as community engagement. Aim: The aim of this article is to describe the concept analysis of community engagement. Setting: the study took place at a faculty of health science at a university in Namibia. Method: Concept analysis was done in accordance with the eight steps of the Walker and Avant model. A literature search was conducted to capture all potential definitions and uses of community engagement. A total of 225 definitions and uses of community engagement were recorded and used in the concept analysis. A list of definitions and uses of the concept of community engagement were documented with their citations, in a table with three columns. The first column (analysis) consisted of the identified definitions and uses of community engagement from the relevant literature. The second column (synthesis) consisted of reduced statements of the content presented in the first column. The third column (derivation) consisted of the final reduction into categories and connotations derived from the second column. Findings: Three broad categories were revealed as findings: (1) the antecedents of community engagement, which included community challenges, health inequalities, societal needs and the need for a social responsive approach in education, research and services; (2) a three-phase process of community engagement; and (3) the outcomes of community engagement. A theoretical definition and a conceptual map for the concept of community engagement were drawn from the findings. Recommendation: The results of the concept analysis of community engagement will be used to develop strategies for its facilitation in the Faculty of Health Science. Keywords: concept analysis; community engagement; community service; higher education; health science.
Community Engagement and Learning at an Academic Medical Center
Metropolitan Universities
In light of the ongoing COVID-19 pandemic, the health disparities plaguing our communities are highlighted more than ever. Community-based learning (CBL) and community-based participatory research (CBPR) provide a highly relevant framework in addressing health problems, especially those related to the Social Determinants of Health (AHRQ, 2020). Throughout the COVID-19 pandemic, the team at the Community Health Division (CHD) within the Family Medicine Department of Georgetown University School of Medicine (GUSOM) maintained and deepened relationships with community partners through engagement activities, which not only actively addressed community needs but also acted as an educational tool for a growing number of interdisciplinary students. This paper explores the effectiveness of CBL and CBPR as a framework, even when presented with challenges of the COVID-19 pandemic. It further underscores how students at Georgetown University have become more intimately involved in community he...
Students, faculty and local community health professionalslearning together
ISSN 1441 001X ISBN 0 908557 89 2 This research paper was reviewed using a double blind peer review process that meets DIISR requirements.Two reviewers were appointed on the basis of their independence and they reviewed the full paper devoid of the authors' names and institutions in order to ensure objectivity and anonymity. Papers were reviewed according to specified criteria, including relevance to the conference theme and sub-themes, originality, quality and presentation. Following review and acceptance, this full paper was presented at the international conference., with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers at the address above.
Transformational Learning in Undergraduate Public Health Education: Course Design for Generation Z
Pedagogy in Health Promotion, 2017
Community partnerships provide an invaluable and practical teaching opportunity for undergraduate public health education programs. This is especially true when working with Generation Z students who desire meaningful, effective learning experiences. The continued strong interest of Generation Z undergraduates in public health and health promotion, combined with their skills and learning preferences, provides a strong rationale for utilization of community-based learning strategies. It could be argued, however, that programs must go beyond providing service learning and reflection opportunities. Indeed, experiential learning has come under criticism for lack of engagement with community-based organizations served by students and a lack of evidence on the quality or utility of the “services” provided. In this light, we constructed a transformational model of learning, where students complete tangible, timely projects with community partner organizations. In this model, all parties be...
Defining Community-Engaged Health Professional Education A Step Toward Building the Evidence
The Global Strategy for Health Workforce 2030 (WHO, 2016) outlines a set of milestones and strategies to expand and strengthen the health workforce that could better position countries to achieve universal health coverage and relevant sustainable development goals (SDGs). The Strategy underscores a need to counter the global shortage of health workers (expected to be 17 million by 2030) and ensure the workforce is appropriately trained to address the evolving health needs of the population. This training would ideally produce health professionals who are responsive to the population, socially accountable, both person-and population-centered, and supportive of empowered and engaged communities. Community-engaged health professional education is a mechanism for learning how to work in and with communities while obtaining the attributes just listed. Developing socially accountable individuals and institutions within a health system is key to improving the health and well-being of present and future societies. Health professional schools with a commitment to social accountability are distinguished by their " obligation to direct their education, research, and service activities toward addressing the priority health concerns of communities, region, and /or nation they have a mandate to serve " (Boelen and Heck, 1995, p. 3). What has become evident is the lack of published literature analyzing learning taking place in and with communities that has a demonstrated value to that community. The Innovation Collaborative on Learning through Community Engagement (the Collaborative) is a participant driven group formed by members of the National Academies of Sciences, Engineering, and Medicine's Global Forum on Innovation in Health Professional Education. The Collaborative was catalyzed by a desire to generate and highlight the evidence behind community engaged health professional education with the aim of sharing and disseminating best practice models. The authors, along with individual members of the Col-laborative, recognize that the current lack of evidence is attributable to a number of factors, including dispa-rate nomenclature for work related to community engagement and limited resources assigned to the evaluation of community-engaged activities, particularly in low-resource settings. In response to these challenges , the Collaborative members determined that an