Mariana Chilton, PhD, MPH, Department of Community Health and Prevention, Drexel University School of Public Health, 245 N. 15th Street, Mail Stop 660, Philadelphia, PA 19102, 215-762-6512, mmc33@drexel.edu

Most incoming public health students have little experience with complex social and behavioral issues of vulnerable populations. This presentation describes problem based learning (PBL) teaching strategies that use a visible and “hidden” curriculum to sensitize students to ways in which human behavior, and cultural, socioeconomic and political contexts impact individual and community health. Concepts, models and theories of behavior change are introduced to students through situated cases that simultaneously introduce cultural difference, developmental theories, poverty, gender and ethnic health disparities, and human rights frameworks for understanding disease prevention. The students’ trajectory can be interpreted with the “morphology” of the folktale the Princess and the Pea. In order to encourage development of ethical health professionals, there is a need to sensitize students who have such tough skins (many mattresses), that they cannot respond appropriately to the “pea” of social vulnerability without bias. At the same time, there are students who are so moved by circumstances of vulnerability, that the PBL process helps to toughen their skins in order to prepare them for adversity in community based settings. Students’ ethical development can be tracked during PBL activities regarding sex workers, HIV/AIDS, gender and human rights, cocaine addiction, and obesity. In each module, students and facilitators address issues that include individual choice (lifestyle) and circumstance (ecosocial approaches), ethnicity and racism, vulnerability and resilience. The group process among students and facilitator assists students in identifying and deepening values essential for handling difficult social and political issues in community based settings.

Learning Objectives:

• At the conclusion of the session, the participant (learner) in this session will be able to
• 1. Identify the areas that must be addressed in teaching cultural sensitivity, professional ethics and moral behavior in public health practice
• 2. Describe the processes through which students become simultaneously sensitized and toughened for real world encounters in community based health prevention
• 3. Develop teaching strategies to advance student development into an ethical public health professional

Keywords: Ethics Training, Community Health

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.