Track

Research Proposal / Learning Theories and Pedagogy

Proposal Abstract

The success of a public health workforce hinges upon the efficacy of educational experiences offered within higher education. To enhance learning the authors developed a multimodal pedagogical approach designed to support public health education: A.D.O.P.T. The model is supported by five modalities offered during each session: Activity, Discussion, Objectives, Presentation, and Transition. We believe this model will enhance the learning environment in public health, yielding informed, analytical, and well-prepared students equipped to address the needs of a diverse population.

Proposal Description

Advancements in public health begin in the classroom through innovative learning opportunities, content exploration, and collaboration among students charged with solving real-world problems. Numerous approaches have been employed to direct these educational processes with varying levels of success, many failing to consider student learning styles and pedagogical adaptations necessary to foster life-long learning. Based upon formal and anecdotal feedback from students, the authors developed a teaching model designed to provide a multimodal approach to learning: A.D.O.P.T. Utilizing constructivist ideology, the model is supported by five learning modalities offered during each classroom session: Activity, Discussion, Objectives, Presentation, and Transition. Guided activities, centered on the individual and/or collaborative groups, utilize a hands-on approach of public health topics and incorporate evidence-based investigation and problem solving. Open discussions allow for rich dialogue rich, shared values, and supportive critique relative to a selected topic. Specific learning objectives are explored through group collaboration allowing for self-guided, problem-based learning. Traditional lecture presentations covering both relevant and tangential material are offered allowing for a juxtaposition of opposing ideas. Each session concludes with transition – transition out of one class session and transition into the next allowing students to make connections between learning modules. The order of each A.D.O.T.P component is dependent upon the content being explored and is generally unique for each meeting. Assessment results from 44 students over three courses are encouraging. Our data reflect high levels of model efficacy; with the exception of collaborative group experiences, students reported each element of the model as an enhancement toward constructive learning. We believe this model will continue to enhance the learning environment in public health, yielding students better equipped to address the needs of a diverse population.

Session Format

Poster Session

Publication Type and Release Option

Presentation (Open Access)

 
Mar 30th, 9:00 AM Mar 30th, 9:45 AM

Blending Pedagogical Approaches in Public Health Education: The A.D.O.P.T. Model

The success of a public health workforce hinges upon the efficacy of educational experiences offered within higher education. To enhance learning the authors developed a multimodal pedagogical approach designed to support public health education: A.D.O.P.T. The model is supported by five modalities offered during each session: Activity, Discussion, Objectives, Presentation, and Transition. We believe this model will enhance the learning environment in public health, yielding informed, analytical, and well-prepared students equipped to address the needs of a diverse population.