Session
Innovative Teaching Strategies in Health Communication and Health Promotion (organized by HCWG)
APHA 2022 Annual Meeting and Expo
Abstract
A Method for Methods: Teaching Undergraduate Research Methods to Inspire the Next Generation of Public Health Scientists
APHA 2022 Annual Meeting and Expo
Introduction: Research Methods are at the heart of evidence based practice. Sound methods are important to credible research needed to (re)establish public trust in scientific approaches and evaluation of interventions. Yet undergraduate public health students critique such classes as ‘boring,’ ‘confusing,’ or ‘intimidating.’ New methods and approaches are required to actively engage students to inspire the next generation of researchers.
Methods: To enhance comprehension and enthusiasm, small groups of students completed semester-long qualitative research projects by: identifying a problem of interest, creating a survey and informed consent, interviewing (most often peers), analyzing results for themes and finally, manuscript writing and presentation. Success of teaching methods was evaluated using pre- and post-semester survey data from students. An umbrella IRB packet was approved.
Results: 71 students completed projects over 3 semesters, selecting a wide variety of research topics and interviewing a total of 225+ participants. Common topics included mental health, stigma and discrimination of vulnerable populations, and health behavior threats like vaping. Students reported significant increases in understanding of research methods and interest in conducting research work in their careers. 13 students pursued publication with their studies. At least 5 projects to date have been presented nationally (e.g. APHA).
Conclusions: Providing students with the chance to select topics of interest and employ hands-on learning catalyzes intrinsic enthusiasm. Completing and presenting “real life research builds leadership, self-esteem and builds their resumes. Students sharpened tangible skills like interviewing, data coding, and public speaking. Focusing on translating results into health communication messaging encourages students’ dissemination of health communications to their peers and builds skills in evidence based practice.
Abstract
Practicing provider-patient communication skills in a simulation lab: Implications for undergraduate student education
APHA 2022 Annual Meeting and Expo
Communicating with empathy and establishing trust are essential for effective provider-patient encounters. Simulation labs provide a unique environment for students to participate in experiential learning and practice communication techniques that can facilitate relationship-centered care. We report on an end-of life care simulation lab for undergraduate health sciences students with trained actors. Nearly 100 students participated the ~10-minute lab discussing organ donation with 2 “family members of a young adult “patient on life support. Students were briefed prior to the simulation and informed of the simulation goals: to assess understanding of the clinical situation, provide information about organ donation, identify values while supporting the family emotionally to develop a care plan. During debriefing and in written evaluations students reported that this was a challenging, but helpful exercise. Nearly half of the students (n=48) reported feeling nervous beforehand, but reported feeling relief (n=30) after the exercise. Regarding communication skills observed during the activity, multiple students found it challenging to address religious concerns and used colloquialisms when addressing the family (i.e., “you guys ). Some students sat at eye level with the family while others remained standing, some students attempted to validate concerns while others struggled to communicate empathy. Other observations related to nonverbal attempts to build rapport (e.g., eye contact, tone of voice) and efforts to correct misperceptions about organ donation and attempts to redirect the conversation to enable collaborative decision-making. Our findings have important implications for teaching effective health communication strategies to future health care providers.
Abstract
Service-learning in health communication instruction: Evidence of a community-engaged pedagogy that benefits students and communities.
APHA 2022 Annual Meeting and Expo
Background: Service-learning is a high-impact educational practice that increases student retention, engagement, and learning. Service-learning promotes “deep-learning, where students are challenged to look beyond the surface of new information by providing opportunities to apply knowledge, acquire new skills, and reflect on how such educational experiences relate to one’s personal and professional growth.
Methods: For over five years, service-learning has been integrated into a required health communication course for master of public health students. In partnership with the American Red Cross, students plan, implement, and evaluate a health communication campaign to promote blood donation. Service-learning tasks reinforce course content such as audience segmentation, behavioral health theories, and message design, while also addressing Council on Education for Public Health (CEPH) competencies for communication. Reflective essays serve as the primary method of assessing student learning and growth, while blood donor surveys are used to assess health communication campaign outcomes related to audience reach and satisfaction. Results: Findings from students’ reflective writing assignments consistently report a greater understanding of the roles of and responsibilities of public health professionals as well as greater appreciation for peer talents and efforts. Findings from blood donor surveys consistently report that interpersonal communication is key for promoting blood donation.
Implications: Service-learning prompts students to work harder and gain greater command of curriculum content. Service-learning also fosters student leadership, team working skills, and peer friendships. Service-learning also helps meet community needs, creating a win-win situation for all involved.
Abstract
Social marketing for autism awareness: Classroom projects for Public Health
APHA 2022 Annual Meeting and Expo
Background: Stigma towards individuals with autism and their families is a solvable public health issue. Education and awareness can reduce stigma and foster community inclusion and should occur in a diverse array of community organizations.
Methods: Utilizing a 10-step social marketing curriculum, students partnered with a community pediatric resource center to develop a campaign purpose, focus, goals, and behavioral, knowledge, and belief objectives. Students crafted a communication plan that included the messages for the target audience to see and hear along with a QR code to direct people to more information on the resources center Facebook page. Posters were rotated through 5 businesses for 4 weeks while postcards, brochures, and flyers remained at each original location. Material uptake, webpage and Facebook data were tracked.
Results: Twice as many brochures were taken compared to postcards while no single page fliers were taken. Business location made a difference in the number of materials taken. Facebook traffic increased as the “number of people engaged doubled and “weekly total reach increased as much as 9 times. Website activity was modest.
Implication/Conclusion: This class social marketing project backed by local businesses was a modestly effective way to engage community members to autism awareness resources in efforts to decrease stigma. Brochures supplemented with a QR code on posters directing to Facebook were most effective. Through service-learning projects, public health programs can make a positive impact in the community at a low cost financially and high return on investment for students and partnering organizations.