Baker Philip R A, Carroll Julie-Anne, Demant Daniel
School of Public Health and Social Work, Faculty of Health, Queensland University of Technology, Brisbane, QLD, Australia.
Australian Centre for Health Law Research, Queensland University of Technology, Brisbane, QLD, Australia.
Asia Pac J Public Health. 2025 Jan;37(1):30-34. doi: 10.1177/10105395241301817. Epub 2024 Nov 29.
The past decade has seen a rapidly changing landscape in priority areas for public health globally and, as such, across the teaching and learning curriculum for tertiary education in health sciences. The nature of some of these changes has led to pedagogical challenges in higher education that require transformative, interactive, and virtual modes of delivery and knowledge facilitation not previously seen. The COVID-19 pandemic, climate change, increasing health disparities, and a shift to a focus on noncommunicable diseases has merged with the changing nature of social, cultural, and technological preferences of the generations living through such times to see an increasing need in more viable teaching solutions for these "wicked problems." This article outlined key innovations empirically demonstrated to meet these challenges through nuanced responses to increasingly disrupted approaches to linear delivery of content and a shift toward bite-sized, interactive, reflexive modes of achieving learning objectives.
在过去十年中，全球公共卫生重点领域的格局迅速变化，健康科学高等教育的教学课程也随之改变。其中一些变化的性质给高等教育带来了教学挑战，需要采用变革性、互动性和虚拟性的授课及知识传授模式，这些模式是前所未有的。新冠疫情、气候变化、日益加剧的健康差距以及向非传染性疾病重点的转变，与经历这些时期的几代人在社会、文化和技术偏好方面不断变化的性质相结合，使得对这些 “棘手问题” 更可行的教学解决方案的需求日益增加。本文概述了一些关键创新，这些创新通过对内容线性传递中日益混乱的方法做出细致入微的回应以及向实现学习目标的碎片化、互动性、反思性模式的转变，经实证证明能够应对这些挑战。
