Title: Quality Enhancement Plan: Senior Capstone Course CHS 408Health Education Methods
1Quality Enhancement PlanSenior Capstone
CourseCHS 408/Health Education Methods
- Susan Graham-Kresge
- Department of Community Health Sciences
2Health Education Methods
- Survey of teaching methods for health education
program delivery - Outcome is a higher level of proficiency in
implementation of health education programs
3Course Goal
- to demonstrate written and oral communication
skills that are clearly focused, logically
developed, technically correct, culturally
relevant , and effectively delivered. - 2006 course syllabus
4Course 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.
5Course 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.
6Rethinking 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.
7Rethinking 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.
8Students 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.
9How should student progress be assessed?
10Potential 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
11Potential Written Communication Assessment
Measures
- Pre-test/post-test writing samples assessed with
discipline specific rubric - First drafts of each project assessed against
final products
12Writing 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
13Oral 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)
14Resource File
- Identifying and sharing resources
- One health topic
- Web resources
- Federal agencies
- Professional organizations
- nonprofits
- State and local agency resources
- Easy, practical, nonthreatening
15Health 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
16Health 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
17HEPP
- 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
18Focus 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
19Bethesda 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)
20Learning 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.
21Thank 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!
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