Hoffman Steven J, Silverberg Sarah L
University of Ottawa.
Can J Public Health. 2015 Oct 15;106(6):e442-9. doi: 10.17269/cjph.106.5099.
This case study evaluates a global health education experience aimed at training the next generation of global health advocates. Demand and interest in global health among Canadian students is well documented, despite the difficulty in integrating meaningful experiences into curricula.
Global health advocacy was taught to 19 undergraduate students at McMaster University through an experiential education course, during which they developed a national advocacy campaign on global access to medicines. A quantitative survey and an analysis of social network dynamics were conducted, along with a qualitative analysis of written work and course evaluations. Data were interpreted through a thematic synthesis approach.
Themes were identified related to students' learning outcomes, experience and class dynamics. The experiential education format helped students gain authentic, real-world experience in global health advocacy and leadership. The tangible implications for their course work was a key motivating factor. While experiential education is an effective tool for some learning outcomes, it is not suitable for all. As well, group dynamics and evaluation methods affect the learning environment.
Real-world global health issues, public health practice and advocacy approaches can be effectively taught through experiential education, alongside skills like communication and professionalism. Students developed a nuanced understanding of many strategies, challenges and barriers that exist in advocating for public health ideas. These experiences are potentially empowering and confidence-building despite the heavy time commitment they require. Attention should be given to how such experiences are designed, as course dynamics and grading structure significantly influence students' experience.
本案例研究评估了一次旨在培养下一代全球健康倡导者的全球健康教育体验。尽管将有意义的体验融入课程存在困难，但加拿大学生对全球健康的需求和兴趣已有充分记录。
通过一门体验式教育课程，向麦克马斯特大学的19名本科生传授全球健康倡导知识，在此期间，他们开展了一场关于全球药品获取的全国倡导活动。进行了定量调查和社会网络动态分析，以及对书面作业和课程评估的定性分析。数据通过主题综合方法进行解读。
确定了与学生学习成果、体验和课堂动态相关的主题。体验式教育形式帮助学生在全球健康倡导和领导力方面获得真实的现实世界体验。对他们课程作业的实际影响是一个关键激励因素。虽然体验式教育对某些学习成果是一种有效工具，但并不适用于所有情况。此外，小组动态和评估方法会影响学习环境。
现实世界的全球健康问题、公共卫生实践和倡导方法可以通过体验式教育有效地传授，同时还能传授沟通和专业素养等技能。学生对倡导公共卫生理念中存在的许多策略、挑战和障碍有了细致入微的理解。尽管这些体验需要大量时间投入，但它们可能会增强能力并建立信心。应关注此类体验的设计方式，因为课程动态和评分结构会显著影响学生的体验。
