Vamos C A, Richman A R, Noel-Thomas S, Daley E M
Department of Community and Family Health, Center for Transdisciplinary Research in Women's Health (CTR-WH), College of Public Health, University of South Florida, Tampa 33612, USA.
Educ Health (Abingdon). 2012 Jul;25(1):4-10. doi: 10.4103/1357-6283.99192.
A review of women's health courses across academic disciplines revealed gaps in addressing the full range of issues that impact women throughout the lifespan.
We designed an undergraduate course in women's health that is taught from a public health perspective, but includes a multidisciplinary approach that addresses health issues across the lifespan. Details related to syllabi, curriculum development, and course delivery are reviewed.
Curriculum and topics were developed by reviewing existing women's health courses and identifying strengths and gaps. Course readings are drawn from a textbook, peer-reviewed scientific literature, news/media articles, and popular press. Classes included a mix of lectures, class/group discussions, group activities, videos and/or short media clips, student presentations (individual and group), and invited guest speakers. Of special interest are the innovative and varied student assessments that this course offers and the breadth of knowledge and critical skills that students acquire.
Although the particular health topics women face may vary by geographic location, the theoretical underpinnings and lifespan approach will stay the same. Students learn health literacy and critical appraisal skills, appreciate the many dimensions of health, and recognize diverse antecedent factors and disparities that influence health. Utilizing this type of course structure, coupled with innovative and flexible student assignments, would be applicable to other courses in any country or setting such as men's, population, or mental health. The presented framework and experiences can facilitate college health professionals in future course development activities and assist in enabling students to be informed health advocates.
对跨学科的女性健康课程进行的一项综述显示，在解决影响女性一生的所有问题方面存在差距。
我们设计了一门本科女性健康课程，该课程从公共卫生角度授课，但采用多学科方法来解决一生的健康问题。本文回顾了与教学大纲、课程开发和课程授课相关的细节。
通过审查现有的女性健康课程并确定其优势与差距来开发课程内容和主题。课程阅读材料取材于一本教科书、同行评审的科学文献、新闻/媒体文章以及大众媒体。课程包括讲座、课堂/小组讨论、小组活动、视频和/或简短媒体片段、学生展示（个人和小组）以及特邀嘉宾演讲。特别值得关注的是本课程提供的创新多样的学生评估方式，以及学生所获得的知识广度和批判性技能。
尽管女性面临的具体健康主题可能因地理位置而异，但理论基础和全生命周期方法将保持不变。学生学习健康素养和批判性评估技能，理解健康的多个维度，并认识到影响健康的各种前置因素和差异。利用这种课程结构，再加上创新灵活的学生作业，将适用于任何国家或环境下的其他课程，如男性健康、人群健康或心理健康课程。所呈现的框架和经验可促进高校健康专业人员未来的课程开发活动，并有助于使学生成为有见识的健康倡导者。
