Online Program

Best practices for preparing new public health instructors: Results from a multi-method evaluation of an academic pedagogy course

Monday, November 2, 2015

Catherine Sherwood-Laughlin, HSD, MPH, MA, Department of Applied Health Science, Indiana University, Bloomington, IN
Alyssa M. Lederer, MPH, CHES, Department of Applied Health Science, Indiana University School of Public Health-Bloomington, Bloomington, IN
Katie Kearns, PhD, Center for Innovative Teaching and Learning, Indiana University, Bloomington, IN
Valerie O'Loughlin, PhD, Medical Sciences Program, Indiana University, Bloomington, IN
Public health doctoral education typically does not include teaching preparation, and new faculty members often report feeling unprepared to fulfill their instructional responsibilities. Not only is this problematic for public health faculty members’ success in academia, but skilled instruction is crucial to undergraduate and master’s students’ increased interest in the public health field and their proficient future public health practice. Graduate student pedagogical training can fill this knowledge gap. This presentation will provide an overview of a doctoral-level academic pedagogy course that was introduced at a Midwestern School of Public Health in 2013 and its impact on doctoral students’ pedagogical learning and undergraduate teaching. Results are based on an innovative multi-method evaluation including pre-, mid-, and post-course comparative surveys; a content analysis of reflection papers from students’ course portfolios; the evolution of students’ teaching philosophies using an established rubric; and in-depth interviews several months after the pedagogy course’s completion. In tandem, the evaluation revealed that the pedagogy course was effective in preparing doctoral students to teach health-related courses, greatly enhanced their teaching self-efficacy, and aided in their development as scholarly teachers. Having a forum for peer brainstorming and support was considered essential. This multi-method evaluation was crucial in garnering a comprehensive understanding of a discipline-specific pedagogy course’s utility and could be used as a model for other Scholarship of Teaching and Learning studies. The presenters will share best practices from the evaluative data in which presentation attendees will be encouraged to apply to their own institutional contexts.

Learning Areas:

Conduct evaluation related to programs, research, and other areas of practice
Implementation of health education strategies, interventions and programs
Other professions or practice related to public health
Public health or related education
Public health or related research
Social and behavioral sciences

Learning Objectives:
Describe the role of a pedagogy course in graduate student public health training. Explain the impact of a pedagogy course on graduate students’ learning outcomes, attitudes about teaching, and teaching practices. Apply what they learn in order to implement and evaluate pedagogical training for graduate students at their home institutions.

Keyword(s): College Students, Curricula

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I have practical and research experience teaching doctoral-level students in a public health teaching pedagogy course, in addition to research related to the scholarship of teaching and learning.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.