Re-thinking Public Health Education in Aotearoa New Zealand: Factory Model to Personalized Learning (original) (raw)

Rethinking public health pedagogy: lessons learned and pertinent questions

University of Toronto Journal of Public Health, 2022

COVID-19 has, understandably, drastically shifted the way our world operates. Inevitably, the field of public health has experienced an explosion of innovation and learning opportunities. For instance, while health studies/public health university programs teach students about health from a social perspective, COVID-19 has afforded new lessons about the field of public health and considerations for educators. This manuscript explores cases of COVID-19 yielding new lessons for students, directly and indirectly, through the author’s position of teaching in the field across two institutions. For example, through the application of COVID-19 to policy theory, we are able to consider how COVID-19 may be a catalyst for policy change in the social determinants of health. Similarly, this manuscript discusses examples learned inadvertently through teaching. For example, the movement of instruction from in-person to online raises equity concerns by enhancing access to education for some, while...

The Effect of a Pandemic on Health Sciences Education around the World: Perspectives from Students Experiencing the Reality

Purpose: The COVID-19 pandemic has changed education. Technology previously used as a supplement to education has now become a requisite. We characterized how education has shifted during the pandemic to inform university leaders and educators about their learners' experiences. The learners offer suggestions for leaders to consider for better preparedness for educational disruptions. Methodology: The authors analyzed the remote educational experiences of 78 health professional students from 20 countries between May and June, 2020. Participants completed a 19 question online survey to regarding how their school curriculum had changed, the challenges faced with these changes, how they adapted to these changes, and lessons learned. Results: For all respondents, curriculum delivery shifted from a traditional in-person classroom model to an online module. Almost one-third of students reported complete closure of the institution. Although two-thirds reported internet access as the most significant barrier, this was also noted as the most immediate improvement universities could make. Conclusion: The COVID-19 pandemic has changed e-learning, from an addition to a program to a necessity for delivering education. Improving access to the internet is a necessary precursor. This pandemic provides an opportunity to introduce and integrate information technology further into teaching in health professional schools.

Delivering Health Education Curriculum Online in the Wake of COVID-19

Pedagogy in health promotion, 2020

Health Education Development (HED) is a second-year core subject within the health promotion major of the bachelor of health sciences degree offered at La Trobe University, Australia. Since 2017, HED has been a 12-week blended subject delivered in Semester 1 (March to June). In 2020, this coincided with the COVID-19 pandemic (from March 16, 2020 academics were locked off campus) and after the first 3 weeks of delivery all teaching was paused for 1 week in preparation for teaching the rest of the semester online. On any given year, the cohort for this subject is approximately 165 students across different professional disciplines, including public health, health promotion, rehabilitation counselling, sports counseling and athlete welfare, and occupational therapy. Principles of cooperative learning theories (Macpherson, 2015) are at the core of the subject. Students are required to learn and apply cooperative learning in their peer interactions to acquire and practice the elements of health education ethically and responsibly. Students must identify the learning needs of particular populations with a focus on more marginalized groups including people from culturally and linguistically diverse communities, sexually and gender diverse populations, refugees, those living with a disability, and people living with mental health issues/conditions. This is paramount to their understanding of the principles of public health and social justice (United Nations General Assembly, 1948; Whitehead, 1991). On completion of the subject, it is expected that students will have basic health education knowledge and facilitation skills for one-to-one or small group formats across institutional or community health settings.

Revolutionalising Health Education 2024

Intechopen , 2024

The abstract provides insights into the paradigm shift occurring in health education due to the integration of e-learning platforms. It guides readers through the evolving environment of health education, highlighting the revolutionary power of digital tools such as virtual reality (VR), simulations, massive open online courses (MOOCs), and adaptive learning technologies. Educators see these platforms as critical for promoting interactive and collaborative learning experiences, as well as increasing student engagement and knowledge of health-related subjects. Students acknowledge the flexibility and interactivity offered by e-learning platforms, which contribute to their positive engagement and understanding of course content. The chapter explores the challenges and opportunities associated with transitioning to e-learning in health education, highlighting strategies for optimizing the learning experience. Recommendations include further investment in e-learning platforms, additional training for educators, and ongoing support to address challenges. The abstract underscores the significance of e-learning in revolutionizing health education by fostering a dynamic and responsive educational environment conducive to student success. Further research is encouraged to explore emerging trends and innovations in e-learning platforms, driving continuous improvement in health education delivery.

"Context matters": The challenges and opportunities of designing tertiary public and environmental health education in South Auckland

Pacific Health, 2018

This article outlines a study protocol, detailing the proposed methodology and findings of our preliminary literature review, for co-design of future NZ public and environmental health education for the South Auckland campus of AUT University. This research project aims to contribute to healthy communities and city, embrace emerging technologies, maximize youth employability, and develop an outstanding 21st Century tertiary environment. The proposed project would contribute to a significant re-conceptualization of curriculum; student learning and voice; and partnerships with communities and a fast-changing industry. Using a design-based research approach to curriculum development, the research practitioners in this project would immerse themselves in the context of the project, be guided by emerging theory in developing design principles, construct features of an intervention and evaluate the impact on teaching and learning. Situated in Kaupapa Māori and Pacific epistemologies and utilising collaborative design principles, the study would explore the diverse and complex context in which public and environmental health will be provided at AUT South. Of particular relevance would be an examination of the following drivers of tertiary, and public and environmental health, education in the 21 st century: the unique South Auckland context, the need to embrace evolving concepts of public health, rapid technological change, and changing education paradigms. Our ultimate goal is to develop co-designed interventions that accommodate the unique cultural and ethnic makeup of the South Auckland context with the opportunity for transferability across the tertiary sector, situated within a social constructivist philosophy appropriate for our new digital economy and environmental challenges. Keywords: tertiary education, social constructivist, design-based research, public and environmental health The authors are a group of AUT researchers and practitioners, in the public health and teaching and learning fields, who are passionate about curriculum redesign and innovative learning and teaching strategies, to reflect the needs and opportunities of the 21st century.

Preparing Students for a More Public Health–Aware Market in Response to COVID-19

Preventing Chronic Disease, 2020

What is already known about this topic? The COVD-19 pandemic has made many people aware of the importance of the public health perspective to the field of health emergency preparedness as a whole. What is added by this report? As a result of the pandemic, schools and programs in public health have a new opportunity to recruit, train, and sustain the public health workforce. Interprofessional education and practice-based learning should become an integral part of training, as should recruiting racial/ethnic minority students to address racial/ethnic health disparities in morbidity and mortality. What are the implications for public health practice? The fields of public health and academic public health should take this opportunity to advance the recruiting, training, and sustaining of the public health workforce.

Delivering a work-integrated learning postgraduate course during COVID-19: Experiences, challenges and strategies

Journal of Medical Education and Curricular Development, 2020

COVID-19 has had a significant impact on teaching and learning in postgraduate education. In particular, work integrated learning, in health care settings, has been disrupted in many ways negatively impacting student learning. Our Clinical Redesign courses are designed to deliver work-integrated learning in partnership with healthcare organisations to deliver workplace projects in real time, which has been complicated by COVID-19. This reflection examines the challenges that arose in the healthcare redesign teaching and learning space during the COVID-19 pandemic. We explore the experiences of our work-integrated learning students using Johns’ reflection model.1 Our students faced disruption to their education, workplaces and personal lives, and the experiences of our teaching team whose teaching philosophies were challenged. In response to the ongoing challenges, we developed strategies for supporting our students including the development of virtual projects for students who no lo...

Post-COVID-19 Education for a Sustainable Future: Challenges, Emerging Technologies and Trends

SUSTAINABILITY MDPI, 2023

The COVID-19 pandemic, which has been destabilizing the world since the end of 2019, has significant repercussions on not only health but also the economy, finances, society, politics, the environments, culture and education. In the academic environment, which is the case for universities, all pre-pandemic modes of operation have been called into question and all actors—students; teachers; researchers; engineers; librarians; and administrative, technical, social and health personnel—have been mobilized to address issues such as the adequacy, viability and sustainability of university educational practices during the health crisis. Significant work has been carried out to reassess and adapt university teaching strategies, and this work must continue after the pandemic. While the COVID-19 pandemic turned the world upside down, it was time for higher education to be innovative and proactive and to adapt to a post-COVID-19 world by rethinking its future and taking the necessary steps. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution

Teaching health science students during COVID-19: Cross-hemisphere reflections

Journal of University Teaching and Learning Practice, 2021

Efforts to mitigate the spread of the COVID-19 virus based on recommendations from government agencies across the world, such as physical distancing requirements, propelled university and college training programs into virtual learning environments in 2020. This unprecedented and largely unplanned shift to online/remote learning has led to novel pedagogical experiences for instructors, particularly those teaching in the field of health sciences, which typically rely on in-person and hands-on training to prepare students for their careers. Our manuscript aims to answer the research question, “What are the crosscultural experiences of university instructors teaching students studying health sciences during a global pandemic?” The three authors of this manuscript are lecturers in higher education who teach in the health science programmes in different parts of the world (i.e., Australia, Pacific Northwest USA, Southwest USA). A reflective scholarship of teaching and learning method, co...