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Quality Enhancement Plan: Senior Capstone Course CHS 408Health Education Methods

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Pre-test/post-test video of each student desirable but unlikely at this point ... Pre-test/post-test writing samples assessed with discipline specific rubric ... – PowerPoint PPT presentation

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Title: Quality Enhancement Plan: Senior Capstone Course CHS 408Health Education Methods


1
Quality Enhancement PlanSenior Capstone
CourseCHS 408/Health Education Methods
  • Susan Graham-Kresge
  • Department of Community Health Sciences

2
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

3
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

4
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.

5
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.

6
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.

7
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.

8
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.

9
How should student progress be assessed?
10
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

11
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

12
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

13
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)

14
Resource File
  • Identifying and sharing resources
  • One health topic
  • Web resources
  • Federal agencies
  • Professional organizations
  • nonprofits
  • State and local agency resources
  • Easy, practical, nonthreatening

15
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

16
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

17
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

18
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

19
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)

20
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.

21
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!

22
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