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Quality Enhancement Plan: Senior Capstone Course CHS 408/Health Education Methods Susan Graham-Kresge Department of Community Health Sciences Health Education Methods Survey of teaching methods for health education program delivery

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Quality Enhancement Plan:Senior Capstone CourseCHS 408/Health Education Methods

Susan Graham-Kresge

Department of Community Health Sciences


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Health Education Methods

  • Survey of teaching methods for health education program delivery

  • Outcome is a higher level of proficiency in implementation of health education programs


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Course Goal

…to demonstrate written and oral communication skills that are clearly focused, logically developed, technically correct, culturally relevant , and effectively delivered.

2006 course syllabus


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Course objectives

  • Access and utilize health education information resources.

  • Develop appropriate and measurable health education objectives.

  • Choose methods best suited for achievement of specified objectives.

  • Demonstrate proficient use of multiple educational methods.


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Course objectives

  • Develop and competently implement a health education interventions on focused health issues for specified population segments.

  • Exhibit competence in the utilization of focus group technology as applied to needs assessment, materials review, program planning or marketing.


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Rethinking Student Writing

  • Instructors should validate cultural speech and writing and at the same time hold high standards for professional communication.

  • Written assignments should go through a revision process before submission.

  • Students should learn to self-assess.

  • Students may function as peer reviewers.

  • Consultation with the writing lab should be for all students, not just those with challenges.


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Rethinking Oral Communication

  • Acknowledge students’ anxiety.

  • Start small to build confidence.

  • Regard time spent on presentations as central to learning rather than time taken away from content.

  • Experiences should lead to a skill level expected of entry-level health educators.


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Students as Active Learners

  • Written and oral immersion in a subject enhances critical thinking and leads to greater mastery.

  • Multiple opportunities to write/speak and receive feedback enhance communication skills.



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Potential Oral Communication Assessment Measures

  • Pretest/posttest of speech anxiety

  • Rubric-based comparison of first presentation with final presentation

  • Pre-test/post-test video of each student desirable but unlikely at this point


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Potential Written Communication Assessment Measures

  • Pre-test/post-test writing samples assessed with discipline specific rubric

  • First drafts of each project assessed against final products


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Writing Intensive Assignments

Start small

  • Resource file

  • Health education methods fact sheets

    Increasing complexity

  • Health Education Program Packet (HEPP)

  • Focus Group Project

    Complex

  • Bethesda Youth Conference Breakout Sessions


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Oral Communication Intensive Assignments

Start small

  • Method Presentation (3 min)

    Increasing Complexity

  • HEPP Program- health promotion for college students (15 min)

  • Focus Group (20 min)

    Complex

  • Bethesda Youth Conference Breakout Sessions (40 minute group sessions)


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Resource File

  • Identifying and sharing resources

  • One health topic

  • Web resources

    • Federal agencies

    • Professional organizations

    • nonprofits

  • State and local agency resources

  • Easy, practical, nonthreatening


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Health Education Methods Fact Sheets

  • Investigation of methods used to achieve behavioral and learning objectives

  • 1-2 page document

  • Stages: draft, peer review, final written product

  • 3 minute presentation

  • Straightforward, not too threatening


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Health Education Program Packet and Presentation (HEPP)

  • Market is Resident Assistants via Clinic

  • Complete health education presentation

    • Program description and objectives

    • Background information

    • Step-by-step session guide

    • Marketing tool

    • Local resources

    • Session evaluation form


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HEPP

  • Requires application of health education concepts/theories learned in other courses

  • Stages: first draft, self-assessment, second draft, Writing Lab consultation, final copy

  • Written component

    • 5 page packet

  • Oral communication component- 15-20 minute presentation

  • Fairly complex


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Focus Group Project

  • Students study, observe, plan, and conduct a focus group

  • Important skill for the health educator- assessing, planning, marketing, evaluating

  • Stages- proposal, draft discussion guide, conduct focus group, analyze notes, prepare and submit 10 page report

  • Complex


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Bethesda Youth Conference Breakout Sessions

  • Conference for African American teens

  • Demanding group project

  • Student groups plan and implement 40-minute breakout sessions

  • Stages

    • draft of objectives, content, methods, word for word script, evaluation tool

    • Peer and instructor reviews of proposal

    • Rehearsal

    • Implementation

    • Report of 10 pages (final versions of products, evaluation results, reflection papers, photographs)


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Learning by Doing

  • Writing and speaking enhances critical thinking.

  • Written and oral immersion in a subject leads to greater mastery of the competencies required for professional practice.

  • Courses that provide multiple opportunities for students to write, to speak, and to become effective communicators are essential for education and professional development.


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Thank You

Thanks to everyone who has been part of the seminar for challenging me to find ever better ways of doing what I love to do.

Plutarch said, “The mind is not a vessel to be filled, but a fire to be kindled.”

My fire has been kindled, my syllabus revised, and my students are nervous but hopeful!


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