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Stolow J, Lederer A. "I Was Learning Every Step of the Way": Student Perceptions About a New Required Foundational Master of Public Health Program Planning Course. Public Health Rep 2023; 138:378-385. [PMID: 35264041 PMCID: PMC10031826 DOI: 10.1177/00333549221074384] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
OBJECTIVE Tulane University School of Public Health and Tropical Medicine created a program planning course required for all master of public health (MPH) students to address the revised 2016 Council on Education for Public Health (CEPH) foundational competencies. The objective of this study was to examine students' feedback on this new class based on their reflective writing. METHODS Students across 3 class sections during 3 semesters (fall 2018, spring 2019, and fall 2019) wrote a reflection paper as a final assignment about their course experience (N = 102). We conducted a conventional qualitative content analysis of deidentified student responses to systematically examine themes in the overarching areas of what students found valuable about the course and what they would want to be improved. We calculated frequency counts of themes to further contextualize the findings. RESULTS Students found the following aspects of the course valuable: a positive perception shift toward program planning (93.1%), new transferable career skills (87.3%), the course format (77.5%), course content (69.6%), working in teams (52.0%), course assignments (47.1%), and the instructional team (31.4%). Critiques included the following: more support for course assignments (39.2%), challenges of working in teams (27.5%), aspects of the course format (25.5%), gaps in course content (19.6%), and wanting more consultations with the instructional team (5.9%). About 14% of students stated there was nothing or little they would change about the course. CONCLUSION Overall, the course received positive feedback from students. They identified several valuable course components and areas that could be enhanced, which we have worked to improve. We offer the course as a potential model for how schools and programs of public health can meet the 2016 CEPH competencies.
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Affiliation(s)
- Jeni Stolow
- Department of Social and Behavioral
Sciences, Temple University College of Public Health, Philadelphia, PA, USA
| | - Alyssa Lederer
- Department of Social, Behavioral, and
Population Sciences, Tulane University School of Public Health and Tropical
Medicine, New Orleans, LA, USA
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Draper O, Goh I, Huang C, Kibblewhite T, Le Quesne P, Smith K, Gray E, Skinner M. Psychosocial interventions to optimize recovery of physical function and facilitate engagement in physical activity during the first three months following CABG surgery: a systematic review. PHYSICAL THERAPY REVIEWS 2020. [DOI: 10.1080/10833196.2020.1832714] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Owen Draper
- School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | - Isaiah Goh
- School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | - Cong Huang
- School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | | | - Poppy Le Quesne
- School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | - Kate Smith
- School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | - Emily Gray
- Centre for Health, Activity and Rehabilitation Research, School of Physiotherapy, University of Otago, Dunedin, New Zealand
| | - Margot Skinner
- Centre for Health, Activity and Rehabilitation Research, School of Physiotherapy, University of Otago, Dunedin, New Zealand
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Thackeray R, Neiger BL, Willey VA. An Assessment of Evaluation Instruction Related to the Health Education Specialist Practice Analysis Competencies in Health Education-Related Professional Preparation Programs. HEALTH EDUCATION & BEHAVIOR 2018; 45:1043-1051. [PMID: 29984604 DOI: 10.1177/1090198118779129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
BACKGROUND Conducting evaluation and research is one of the seven areas of responsibility for health education specialists. However, there is little evidence to suggest that professional preparation programs use the competencies as identified by the 2015 Health Education Specialist Practice Analysis (HESPA) as a basis for instruction. AIMS To determine the degree to which departments with undergraduate health education-related professional preparation programs provide instruction in the HESPA 2015 Model evaluation competencies. METHOD This was a descriptive, cross-sectional, nonexperimental study design. Data were collected using an online survey from programs that prepare students to sit for the CHES exam. RESULTS Faculty provide instruction about all evaluation subcompetencies regardless of entry- or advanced-level designation. Developing an evaluation plan, monitoring implementation, and selecting, adapting, and creating instruments to collect data represent the competencies taught most frequently. On average, two to three class periods are spent on each competency. DISCUSSION Advanced-level competencies, more commonly associated with graduate-level training and degrees, are commonly taught at the undergraduate level. This may be due to a lack of awareness of changes to the designation of competencies and subcompetencies as entry- or advanced-level in the HESPA 2015 Model framework, a lack of awareness or appreciation for the framework in general, competing values in the selection of curriculum content, or lack of professional consensus related to terms and definitions. CONCLUSION Faculty should consider emphasizing entry-level competencies and subcompetencies consistent with process and formative evaluation. The health education profession should also standardize evaluation and research terms and definitions.
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Chen Y, Ma L, Ma Y, Wang H, Luo J, Zhang X, Luo C, Wang H, Zhao H, Pan D, Zhu Y, Cai L, Zou Z, Yang W, Ma J, Jing J. A national school-based health lifestyles interventions among Chinese children and adolescents against obesity: rationale, design and methodology of a randomized controlled trial in China. BMC Public Health 2015; 15:210. [PMID: 25885323 PMCID: PMC4355994 DOI: 10.1186/s12889-015-1516-9] [Citation(s) in RCA: 82] [Impact Index Per Article: 9.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2015] [Accepted: 02/10/2015] [Indexed: 01/21/2023] Open
Abstract
BACKGROUND The prevalence of obesity among children and adolescents has been rapidly rising in Mainland China in recent decades, both in urban and rural areas. There is an urgent need to develop effective interventions to prevent childhood obesity. Limited rigid data regarding children and adolescent overweight prevention in China are available. A national random controlled school-based obesity intervention program was developed in the mainland of China. METHODS/DESIGN The study was designed as a national multi-centered cluster randomized controlled trial involving more than 70,000 children and adolescents aged 7-18 years from 7 provinces in China. In each center, about 12-16 primary and secondary schools, with totally at least 10000 participants were randomly selected (Primary: Secondary = 1:1). All of the selected schools were randomly allocated to either intervention or control group (Intervention: Control = 1:1).The multi-components school-based and family-involved scheme was conducted within the intervention group for 9 month, while students in the control group followed their usual health practice. The intervention consisted of four components: a) Create supportive school and family environment, b) Health lifestyles education and related compulsory physical activities, c) Instruct and promote school physical education, d) Self-monitor obesity related behaviors. Four types of outcomes including anthropometric, behavioral, blood chemical and physical fitness were measured to assess the effectiveness of the intervention program. DISCUSSION This is the first and largest multi-centered school-based obesity intervention program with the consideration of geographical and social-demographic characteristics of the rapidly increased obesity prevalence of Chinese children and adolescent. The intervention is based on Social Cognitive Theory and Social-Ecological Model of Health, and follows a stepwise approach guided by PRECEDE-PROCEED (P-P) Model and Intervention Map. The results of and lesson learned from this study will help guide future school-based national childhood obesity prevention programs in Mainland China. TRIAL REGISTRATION January 22, 2015; REGISTRATION NUMBER NCT02343588.
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Affiliation(s)
- Yajun Chen
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China.
| | - Lu Ma
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China.
| | - Yinghua Ma
- Institute of Child and Adolescent Health, School of Public Health, Peking University, Beijing, China.
| | - Haijun Wang
- Institute of Child and Adolescent Health, School of Public Health, Peking University, Beijing, China.
| | - Jiayou Luo
- Department of Maternal and Child Health, School of Public Health, Central South University, Changsha, China.
| | - Xin Zhang
- School of Public Health, Tianjin Medical University, Tianjin, China.
| | - Chunyan Luo
- Shanghai Municipal Center for Disease Control and Prevention & Shanghai Institutes of Preventive Medicine, Shanghai, China.
| | - Hong Wang
- Chongqing Medical University, Chongqing, China.
| | | | - Dehong Pan
- Liaoning Health Supervision Bureau, Shenyang, China.
| | - Yanna Zhu
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China.
| | - Li Cai
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China.
| | - Zhiyong Zou
- Institute of Child and Adolescent Health, School of Public Health, Peking University, Beijing, China.
| | - Wenhan Yang
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China.
| | - Jun Ma
- Institute of Child and Adolescent Health, School of Public Health, Peking University, Beijing, China.
| | - Jin Jing
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China.
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Manios Y, Grammatikaki E, Androutsos O, Chinapaw MJM, Gibson EL, Buijs G, Iotova V, Socha P, Annemans L, Wildgruber A, Mouratidou T, Yngve A, Duvinage K, de Bourdeaudhuij I. A systematic approach for the development of a kindergarten-based intervention for the prevention of obesity in preschool age children: the ToyBox-study. Obes Rev 2012; 13 Suppl 1:3-12. [PMID: 22309061 DOI: 10.1111/j.1467-789x.2011.00974.x] [Citation(s) in RCA: 61] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
The increasing childhood obesity epidemic calls for appropriate measures and effective policies to be applied early in life. Large-scale socioecological frameworks providing a holistic multifactorial and cost-effective approach necessary to support obesity prevention initiatives in this age are however currently missing. To address this missing link, ToyBox-study aims to build and evaluate a cost-effective kindergarten-based, family-involved intervention scheme to prevent obesity in early childhood, which could potentially be expanded on a pan-European scale. A multidisciplinary team of researchers from 10 countries have joined forces and will work to realize this according to a systematic stepwise approach that combines the use of the PRECEDE-PROCEED model and intervention mapping protocol. ToyBox-study will conduct systematic and narrative reviews, secondary data analyses, focus group research and societal assessment to design, implement and evaluate outcome, impact, process and cost effectiveness of the intervention. This is the first time that such a holistic approach has been used on a pan-European scale to promote healthy weight and healthy energy balance-related behaviours for the prevention of early childhood obesity. The results of ToyBox-study will be disseminated among key stakeholders including researchers, policy makers, practitioners and the general population.
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Affiliation(s)
- Y Manios
- Department of Nutrition and Dietetics, Harokopio University, Athens, Greece.
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Larson EL, Cohn EG, Meyer DD, Boden-Albala B. Consent Administrator Training to Reduce Disparities in Research Participation. J Nurs Scholarsh 2009; 41:95-103. [DOI: 10.1111/j.1547-5069.2009.01256.x] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Hill EK, Alpi KM, Auerbach M. Evidence-based practice in health education and promotion: a review and introduction to resources. Health Promot Pract 2009; 11:358-66. [PMID: 19141692 DOI: 10.1177/1524839908328993] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This review examines evidence-based practice (EBP) in health education and promotion with a focus on how academically trained health educators develop EBP skills and how health education and promotion practitioners access the literature to inform their activities. Competencies and credentialing in health education related to evidence-based practice are outlined and sources for evidence-based practice literature in health education and promotion are described. An exploratory questionnaire to consider teaching and resources in evidence-based practice was distributed to faculty and librarians from the top 10 ranked health education doctoral programs. Findings highlighted the integral value of EBP instruction to the curriculum. Growth opportunities in evidence-based health education and health promotion for instructors, practitioners, and librarians include promotion and expansion of online evidence-based public health resources to close the evidence-practice gap.
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Kohr J, Strack R, Newton-Ward M, Cooke C. The use of programme planning and social marketing models by a state public health agency: A case study. Public Health 2008; 122:300-6. [DOI: 10.1016/j.puhe.2007.06.009] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2006] [Revised: 04/25/2007] [Accepted: 06/20/2007] [Indexed: 10/22/2022]
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A Process of Curriculum Development: Meeting the Needs of a Community and a Professional Physical Therapist Education Program. ACTA ACUST UNITED AC 2008. [DOI: 10.1097/00001416-200807000-00004] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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