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首页> 外文期刊>Journal of public health management and practice: JPHMP >Community as classroom: teaching and learning public health in rural appalachia.
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Community as classroom: teaching and learning public health in rural appalachia.

机译：社区为教室：在农村阿帕奇病中教学和学习公共卫生。

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摘要

Traditional models for public health professional education tend to be didactic, with brief, discrete practica appended. National reports of both practitioners and academicians have called for more competency-driven, interdisciplinary-focused, community-based, service-oriented, and experientially-guided learning for students across the curriculum. East Tennessee State University began its own curricular revisioning in health professions education nearly 2 decades ago with a grant from the W.K. Kellogg Foundation, emphasizing competencies development through community-based learning in community-academic partnerships. This article describes 3 examples that grew from that initiative. In the first example, students in multiple classes delivered a longitudinal community-based employee wellness intervention for a rural county school district. BS public health students conducted needs assessments and prepared health education materials; MPH students conducted health assessments and worked with school wellness councils to deliver client-centered interventions; DrPH students supervised the project and provided feedback to the schools using participatory methods. In the second example, MPH students in a social-behavioral foundations course used experiential learning to investigate the region's elevated cancer mortality ranking. Following meetings with multiple community groups, students employed theoretical constructs to frame regional beliefs about cancer and presented findings to community leaders. One outcome was a 5-year community-based participatory research study of cancer in rural Appalachia. In the third example, MPH students in a health-consulting course assessed local African Americans' awareness of the university's health and education programs and perceptions of their community health issues. Students learned consultation methods by assisting at multiple regional African American community meetings to discover issues and interest that resulted in the organization of a regional African American health coalition, multiple community health interventions, and the region's first health disparities summit. Lessons learned are presented which identify key elements of success and factors that influence adoption of community-based teaching and learning in public health.
机译：传统的公共卫生专业教育模式倾向于说教式的，并附有简短，离散的实践。从业者和院士的国家报告都呼吁在整个课程中为学生提供更多以能力为导向，以跨学科为中心，以社区为基础，以服务为导向并以经验为指导的学习方式。东田纳西州立大学在W.K.的资助下，将近20年前开始了自己的卫生专业教育课程修订。凯洛格基金会（Kellogg Foundation）强调通过社区-学术伙伴关系中基于社区的学习来发展能力。本文介绍了从该计划中获得的3个示例。在第一个示例中，多个班级的学生为乡村县学区提供了基于社区的纵向员工健康干预。 BS公共卫生学生进行了需求评估并准备了健康教育材料; MPH学生进行了健康评估，并与学校健康委员会合作，以客户为中心进行干预; DrPH学生监督该项目，并使用参与式方法向学校提供反馈。在第二个示例中，参加社会行为基础课程的MPH学生使用体验式学习来调查该地区癌症死亡率升高的排名。与多个社区团体会面后，学生们运用理论构造来构筑关于癌症的区域性信念，并将发现结果介绍给社区领导人。结果是一项针对农村阿巴拉契亚地区癌症的为期5年的社区参与式研究。在第三个示例中，参加健康咨询课程的MPH学生评估了当地非裔美国人对大学的健康和教育计划的了解以及他们对社区健康问题的看法。学生通过协助多次地区性非裔美国人社区会议来学习咨询方法，以发现问题和兴趣，从而组织了地区性非裔美国人健康联盟，采取了多种社区健康干预措施，并召开了该地区首届健康差距峰会。将介绍所学到的经验教训，这些经验教训确定了成功的关键要素以及影响在公共卫生中采用社区教学的因素。

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