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首页> 外文期刊>American Journal of Health Sciences >Millennial Graduate Students’ Use Of Technology And Problem-Based Learning To Enhance Higher-Level Cognition In Health Promotion Program Planning
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Millennial Graduate Students’ Use Of Technology And Problem-Based Learning To Enhance Higher-Level Cognition In Health Promotion Program Planning

机译：千禧年研究生使用技术和基于问题的学习来增强健康促进计划规划中的更高层次的认知

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As Millennials, current graduate students are very familiar with technology. To engage these students in their learning, we incorporated higher-level cognitive processes and knowledge dimensions into our course objectives. We also asked students to use a novel on-line tool to complete their major assignment. Using problem-based learning and a population health approach, students collaboratively developed a multi-strategy university peer nutrition education program. Over a three-year period, each class used the Online Health Program Planner, a freely-available, web-based, interactive collection of health promotion planning tools. This practical application of course content enabled students to develop and practice core competencies in public health. Students’ anonymous evaluations revealed that working with their colleagues on projects that would be used in a real-life setting “gave meaning to their work and motivated them to do their best”. They believed that they learned more from this assignment than traditional class projects. They were surprised by the complexity involved in developing a comprehensive program, and learned to think critically about outcomes. Some students wanted more guidance throughout the project, reflecting challenges students often face during problem- based learning; however, this also facilitated their learning at a higher level. These field experiences pushed students outside their comfort zones and promoted deeper learning than is possible through lectures alone. Other educators may find this type of project, in which experiential and problem-based learning were enhanced by comprehensive learning objectives and the use of a novel on-line tool, to be an appropriate transition from graduate school to professional practice.?.
机译：作为千禧一代，目前的研究生非常熟悉技术。为了使这些学生参与学习，我们将更高层次的认知过程和知识维度纳入了我们的课程目标。我们还要求学生使用新颖的在线工具来完成他们的主要作业。学生使用基于问题的学习方法和人口健康方法，共同开发了一项多策略的大学同伴营养教育计划。在三年的时间里，每个班级都使用在线健康计划规划器，它是免费提供的基于网络的交互式健康促进计划工具集合。课程内容的这种实际应用使学生能够发展和实践公共卫生方面的核心能力。学生们的匿名评估显示，与同事一起在现实生活中使用的项目“赋予了他们工作意义，并激发了他们尽力而为”。他们认为自己从这项作业中学到的知识比传统的课堂项目要多。他们对制定全面计划所涉及的复杂性感到惊讶，并学会了对结果进行批判性思考。一些学生希望在整个项目中提供更多指导，以反映学生在基于问题的学习中经常面临的挑战;但是，这也促进了他们更高层次的学习。这些现场经验将学生推到舒适地带之外，并促进了比仅通过讲座可能进行的更深入的学习。其他教育工作者可能会发现这种类型的项目是从研究生院到专业实践的适当过渡，其中通过全面的学习目标和使用新颖的在线工具来增强基于经验和基于问题的学习。

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