Wallace Heather, VanderMolen Julia
Public Health Department, Grand Valley State University, Grand Rapids, MI, United States.
Front Public Health. 2019 Nov 1;7:312. doi: 10.3389/fpubh.2019.00312. eCollection 2019.
The purpose of this study was to explore the ways in which a student centered video assignment enhanced student learning about developing and teaching a health education plan designed to address a complex public health problem. The objectives of the assignment included (1) to explore a complex public health problem, (2) practice developing a corresponding health education plan, and (3) develop and fully execute a multimedia video to deliver high impact health education and or promotion to a diverse audience. The assignment referred to as the student centered video assignment was developed and piloted at Grand Valley State University and included students participating in a 200 level undergraduate introductory public health course. Students working in groups of 3, worked through the project in multiple phases with corresponding elements: problem identification, problem solving, plan development and the creation of the video, which included four primary elements: Dig Deeper, Think, Discuss, and Watch. Upon completion of the video, students were asked to voluntarily complete a 10-question survey about the benefits of learning through a video creation assignment. A total of 15 students completed the survey with the majority either strongly agreeing or agreeing that the video assignment enhanced learning. Survey results suggest that the assignment is beneficial and favored over other assignment types. Additionally, students reported that the project was beneficial in learning the concepts and competencies associated with public health education. Finally, students indicated that the creation of videos as a means to explore and apply course concepts was favored as an assignment format in future coursework. Instructor assessment of learning outcomes occurred through ongoing grading of and feedback on the project elements. The findings reveal that students enjoyed the opportunity to engage in real world problem solving, gained insight, perspective and scope through group discussion and collaboration, and felt that they learned new skills in created the video.
本研究的目的是探索以学生为中心的视频作业如何增强学生对制定和讲授旨在解决复杂公共卫生问题的健康教育计划的学习。该作业的目标包括：（1）探索一个复杂的公共卫生问题；（2）练习制定相应的健康教育计划；（3）制作并全面执行一个多媒体视频，向不同受众提供具有高度影响力的健康教育和/或推广。这个被称为以学生为中心的视频作业是在大峡谷州立大学开发并试行的，参与的学生来自一门本科二年级的公共卫生入门课程。学生们以三人小组的形式，分多个阶段完成该项目，每个阶段都有相应的元素：问题识别、问题解决、计划制定以及视频制作，视频包含四个主要元素：深入挖掘、思考、讨论和观看。视频制作完成后，要求学生自愿完成一份关于通过视频创作作业进行学习的益处的10道题的调查问卷。共有15名学生完成了调查，大多数学生强烈同意或同意视频作业增强了学习效果。调查结果表明，该作业是有益的，且比其他作业类型更受青睐。此外，学生们报告说，这个项目有助于学习与公共卫生教育相关的概念和能力。最后，学生们表示，将制作视频作为探索和应用课程概念的一种方式，作为未来课程作业的一种作业形式很受欢迎。教师通过对项目元素的持续评分和反馈来评估学习成果。研究结果显示，学生们喜欢有机会参与解决现实世界中的问题，通过小组讨论和协作获得了洞察力、观点和视野，并且觉得自己在制作视频的过程中学到了新技能。
