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Teaching Health Education Through the Development of Student Centered Video Assignment

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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.

Background and Rationale: Multimedia Technology and Higher Education Pedagogy in Public Health and Health Science

Changes in technology are rapidly changing our culture ( 1 ). New teaching and learning formats that rely on digital and web-based technologies have greatly influenced how instructors teach as well as how students learn ( 2 ). Resnick ( 3 ) of Massachusetts Institute of Technology's Media Laboratory (MIT Media Lab) describes our society as rapidly transforming into a creative society, one in which the skilled and expert workers of the past century are replaced by creative workers adept at problem-solving. Such a trend suggests the importance of creativity in student learning and emphasizes that problem solving is not only a critical skill, but also one that can be facilitated through technological tools. Technology can enhance effective learning in many ways ( 4 – 6 ), such as providing greater depth of functionality, feedback, interactivity and simulation ( 2 ). A bank of empirical research demonstrates that blogging, video blogging (vlogging) and podcasting, when used as a part of classroom instruction, can enhance student performance, foster reflection, creativity, and knowledge construction ( 7 , 8 ). Likewise, students can be instructed to create their own multimedia work as part of a learning activity or assignment. The work of Fredenberg ( 9 ) and Armstrong et al. ( 10 ) provide examples of how students can create podcasts, rather than listening to them as an instructional tool. Fredenberg ( 9 ) reported that students are more engaged and felt more confident in their skills and abilities after mastering a podcast assignment. Armstrong et al. ( 10 ) required student-created podcasts (students could elect audio vs. video) as a means to learn objective driven business communication. Having students produce their own podcasts provided a novel way for students to disseminate information while also developing communication and literacy skills through teamwork, organization, time management, technical literacy, and overall planning ( 10 ).

The core competencies for public health professionals and other health care providers rest heavily on communication skills, literacy, creativity, problem solving, and the appropriate use of technology. Having students explore, create, and disseminate through video and other multi- media formats, such as podcasts and vlogging, may offer a novel and effective tool for enhancing these skills. Despite the growing body of research and popularity of multimedia in higher education, health education, and society, little scholarship has addressed the use of student created video and the pedagogical benefits specifically for health science students. This paper seeks to offer a starting point for exploring how student created videos can enhance health science and public health education.

Pedagogical Framework and Principles: Student Created Videos in Problem Based Learning

Students engaged in health profession education encounter numerous “wicked problems” that require teaching and learning strategies that allow for flexibility, trial and error, and engagement beyond text book and lecture based learning. The student centered video assignment was developed, in part, as a strategy to facilitate this type of learning in undergraduate courses with a public health focus, such as Introduction to Public Health. The course was taught by a faculty member from the Grand Valley State University, College of Health Professions, Master's of Public Health (MPH) Program (MPH). The student centered video assignment was developed jointly by the authors, each having over 10 years of teaching experience in the health professions. The course is offered each semester in multiple sections and has been taught multiple times by each of the authors. The class utilized a traditional in seat format while using inquiry based learning as the pedagogical approach. This approach challenges students to learn through directed questions, problems, and challenges that students work to address. Additionally, the courses incorporated Problem Based Learning (PBL) which is known as a teaching and learning approach that facilitates cultivation of knowledge, critical thinking, assessment and evaluation in solving complex, real world problems. Students engaged in PBL set to exploring and solving problems in small groups with the objective of promoting “constructive, self-directed, collaborative and contextual activity” ( 11 ). PBL research in nursing and clinical education showed improvement in critical thinking and critical reasoning ( 12 ), while research on the process of PBL reflects gains in collective and collaborative knowledge building ( 13 ).

Principles and Competencies in Health Education and Promotion

The Council on Education for Public Health (CEPH) is the accrediting body for all schools and programs of public health in the United States. They have identified 22 primary core competencies for public health students and professionals. Of the 22 competencies identified by CEPH, 6 were used in the organization of the two courses in which the student centered video assignment was implemented ( Table 1 ). The competencies selected align with the course objectives and public health program concepts. Execution of the student centered video assignment provides ample opportunity for students to practice and build competency in these areas. For example, competency 16, 21, and 22 is addressed through group collaboration and working with a complex public health issue. Competency 18, 19, and 20 is achieved through the creative development of the video, in which a public health message and health promotion tool are developed for a target population ( Table 1 ).

CEPH competencies used in course and assignment development.

Achieving competency requires meaningful student learning and mastery of skills related to analysis, assessment, planning, communication, management, and systems thinking ( 14 ). Video creation using a problem based learning approach allows for students to practice these skills through engaging with a real world problem in small groups and to explore and practice mastering a new technology.

Learning Environment

Grand Valley State University is a midsize, teaching intensive University located in the Midwest. The College of Health Professions houses 17 undergraduate and graduate health profession programs. The Department of Public Health offers a Master's Degree in Public Health (MPH) and includes several introductory undergraduate courses. The student centered video assignment was created by the authors who are faculty from the MPH program who teach undergraduate and graduate public health courses. The goal was to create a novel course learning activity that facilitated innovative and collaborative development of course work that is student centered, linked to real world public health issues, problem focused and outside of traditional course projects, such as research papers and or presentations. This assignment was developed and piloted in a 200-level undergraduate introductory public health course Students are generally traditional undergraduate college students at the sophomore or junior level interested in exploring a health related degree and or career. The undergraduate public health courses provide a valuable opportunity for undergraduate students to gain awareness and knowledge of the public health profession and the MPH degree. The students in the course that utilized the student centered video assignment are representative of the larger undergraduate student body. Further, students enrolled in the course as well as the students that completed the course evaluation and assignment evaluation reflect a general health professions student body that is disproportionately female.

Video Creation Assignment

The video creation assignment was developed and piloted in the 15 weeks fall semester of 2017. The overall purpose of the assignment was to provide students with a robust, collaborative, innovative, learning opportunity in which a complex public health problem are identified, explored, and responded to through the creation of a culturally appropriate health education video. The assignment was completed in four phases over a 12 weeks period, with each phase having an associated learning element. The phases and elements for the assignment are informed through the PBL pedagogical approach of the course as well as the CEPH competencies listed in Table 1 . The following sections describe the objectives and course work associated with each phase and for phase 4, each element of the student centered video assignment.

The objective of phase 1 is to introduce and facilitate student exploration of real world public health problems. In order to achieve this objective students are randomly assigned to groups of 3–4 depending on the number of students in the course. Over a 3–4 weeks period of time, students are given access to course materials through the University learning platform which include scholarly research articles, journalistic documentaries, and web resources that reflect ongoing and emergent public health problems that are salient to health promotion and or health education. For example, students review topics like vaccine preventable infections and outbreaks, drug use during pregnancy, harm reduction measures among homeless and drug addicted youth, vaping, and sleep hygiene among college students. Students explored the problems together in class and through consensus, elected a problem of interest that is explored and analyzed in Phase 2.

A second learning activity in Phase 1 is the introduction of and experimentation with video creation technology. Students viewed professionally developed TED-Ed video talks, which served as an exemplar and model for the structure of the student created video. Students were asked to watch health related Ted-Ed talks and to reflect upon the message, format, effectiveness, and efficiency of the message.

Class time during weeks 4–6 is used to discuss and describe how to explore, evaluate, and assess root causes and systems level factors related to the selected public health problem. The objective of Phase 2 is to use principles of descriptive Epidemiology, such as time, place and person, to explore the natural history, context, and scope of the selected public health problem. In this phase, the first element, “Dig Deeper,” is introduced.

The public health problem identified in Phase 1 becomes the focus of the Dig Deeper Element introduced in Phase 2. Students are asked to dig deeper into their problem by searching for and evaluating relevant and credible literature and web resources. Students were provided with a website evaluation tool, the CRAAP, to assist in reviewing web information ( 15 ). Each group member composed a single paragraph between 250 and 500 words that included a minimum of three credible references and summarized their search and evaluation. Group members then worked collaboratively to combine the paragraphs into a concise health education or health promotion message relevant to their public health problem. As an introductory undergraduate course, gaining scope and depth of resources accessed and utilized was not the intention. Rather, the dig deeper element was considered a skill building opportunity for group collaboration and health information seeking, assessing and summarizing. Basic instructions for the Dig Deeper Element are provided in Appendix A .

The development of a video health education or health promotion plan is the objective of Phase 3. The plan becomes the framework for the actual video that the students produce in Phase 4. The basic format of the plan is aligned with the TED-Ed lesson creation guide and consists of a short informative message derived from the Dig Deeper element, thinking questions related to the message, a learn more section and a discussion section ( 16 ). The first step of Phase 3 is to complete the “Think Element,” in which students were required to create a series of multiple choice and true or false questions, which addressed the content from the Dig Deeper Element. The questions check for understanding of the content presented in the Dig Deeper element. Students were encouraged to develop thought-provoking questions at a Bloom's level of Analysis or higher. Basic instructions for the Think Element are provided in Appendix B .

The second step of Phase 3 is the Discuss element. The Discuss element required each student within the group to compose a thoughtful discussion question pertaining to the information provided in the Dig Deeper element and complimentary to the Think element. The purpose of the Discuss element is to provide an opportunity for viewers of the video to discuss and further explore the topic of the video. Students were encouraged to review Guidelines for Developing Juicy Discussion Questions ( 17 ). Groups were also encouraged to create a Google Doc so that each student could peer review and edit the discussion questions. Students were limited to 750-character limit. Basic instructions for the Think Element are provided in Appendix C .

In phase 4, student groups developed and executed TED-Ed like educational videos using the Watch element. Student groups were required to create an original video incorporating the Dig Deeper, Think, and Discuss elements they had completed in phases 1–3. Groups applied their topic research, questions, and discussion content to a storyboard template provided by the instructor. The instructor provided students with access to PowToons for Education as the medium or technology used for creating the actual video. PowToons offers a free educational subscription to web-based animation software designed to create animated videos ( 18 ). The videos were ~5 min long and were presented in class on the last day Basic instructions for Phase 4 or the Watch Element are provided in Appendix D .

Setting and Participants

The setting for the student centered video assignment was an in seat undergraduate introduction to public health course with 48 students. Two of the 48 students were male and 46 were female. All students in the course completed the assignment as part of the course work.

Student feedback and learning related to the student centered video assignment was gathered through an evaluation. As the assignment was part of the course, informed consent for participating in the assignment was not needed nor obtained. Informed consent was obtained for the evaluation of the assignment that took place following the viewing of the videos in the last class meeting. The Grand Valley State University Institutional Review Board (IRB) approved the evaluation and deemed the study exempt. The evaluation of student perception of the student-centered video assignment included 10 Likert scaled questions (rating questions 1–7, 1 strongly disagree-−7 strongly agree.) Forty-eight students were emailed the survey following the last day of class. Fifteen students completed the survey for a 31% return rate.

Of the 15 students who completed the survey the majority either strongly agreed or agreed that the video assignment enhanced learning. Survey results suggest that the assignment is beneficial and favored over other assignment types, such as traditional course research papers and or oral paper or poster presentations. Likewise, students would prefer the video assignment over other types of assignments in future classes. Additionally, students reported that the project helped them to apply and develop understanding of the concepts and CEPH competencies associated with introductory public health education. A total of 86% of the students indicated that the student-created video lesson enhanced their learning of public health content. Additionally, 73% of the students thought that creating videos to address a public health issue was a useful experience. Seventy-three percent also indicated that the student-centered video assignment was an important exercise in helping them better understand critical public health issues. Table 2 and reflect the survey questions and student response regarding the student centered video assignment.

Student responses to the TED-Ed student-centered video assignment.

It is not clear whether the video format or the PBL learning approach associated with the assignment influenced student preferences and responses. However, this initial evaluation along with instructor evaluation of the assignment elements completed by the groups, suggests 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.

Overall, this project received strong and positive evaluations from students that serve as a starting point for further development, use and evaluation of similar video creation assignments. A primary strength of this assignment and preliminary evaluation is that it offers credibility and feasibility of student-created videos as a learning tool in higher education. In addition to offering a fun, innovative and novel skill set in the way of video creation, the assignment may offer valuable means for students to develop skills in problem solving and collaboration. Such skills are necessary in the modern workplace where sophistication and complexity of problems is evolving and changing. Furthermore, the video assignment was perceived to be useful in addressing key competencies related to public health and health education which are also becoming more ambiguous and complex. Limitations to the study include the moderately sized sample of students as well as the limited number of students who completed the survey. Furthermore, the generalizability of these findings is limited by the fact that this research was conducted within a single university and a single course.

This assignment serves as an example of an innovative and complex assignment with implications and consequences related to learning but also to achieving high impact learning at the undergraduate level. In other words, undergraduates undertaking this assignment are forced to confront uncomfortable and often controversial public health issues that have no clear good or bad, right or wrong answers. Success is not dependent upon memorization of course concepts but on a students ability and willingness to identify and confront their own learning styles, expectations, and collegiality in working with the instructor, class mates, group members and tangentially, the population of people their video is meant to address.

Recommendations for Educators

The experience of the assignment from the perspective of the instructor offers guidance and caution for other educators willing or curious to take on such an assignment. First, explicit instructions along with a rationale should be given to students at the outset of the semester or work period. The basic components of a student groups, a real life problem related to the course topic and or discipline and a strategy for the development of video contents and video creation are all that are needed to develop a similar assignment. However, it should be noted that students in the course conveyed concern over the timeline, uncertainty in understanding assignment expectations, and in some cases, wanted to jump ahead in creating a video without utilizing the phases and elements. Providing a detailed map of the project ahead of time may ease student concern and better facilitate dedicated in class work time. In this regard, instructors should be willing and able to dedicate a significant portion of in seat class time (45–60 min per element) to group work in completing the elements of assignment. Other aspects of the assignment, such as accessing and viewing TED-Ed lessons and public health resources can be facilitated through an online course delivery platform, such as Moodle or Blackboard. A second recommendation for educators is to seek ways to extend the work of the video creation outside of the classroom. The ability to showcase and “test out” the video with a real target population was requested by the students. The ability to self-select a problem and to work on it in a deliberate way appears to raise interest and investment in the project among students. Finally, as an assignment fully entrenched in collaborative group work, care and consideration should be given to address students who are either uncomfortable or unwilling to engage fully and fairly in group work. Likewise, the instructor should acknowledge, address, and provide a model for handling disagreement within groups. A policy, for example, included in the course syllabus could provide a pathway for students to address concerns among themselves prior to contacting the instructor. The use of a self and peer evaluation that is included in the final course grade may also provide incentive or meaningful consequence for students who do not participate fully or underperform in the group work.

Instructor Reflection on Evaluation of the Assignment

The instructor reviewed and provided feedback to groups upon completion and submission of each element within each phase of the project. The video assignment work was intentionally designed to be low stakes, meaning that groups received a complete or incomplete for each element with the expectation that feedback given would be considered in the ongoing work, resulting in a strong and appropriate video. Only the final video was scored and included the self and peer evaluation. In this way, each group member receives his or her own unique score rather than a base score for the group. The evaluation matrix used for the final video displayed in class included assessment based on the 4 elements and the CEPH competencies. This included the representativeness of the information provided in the Dig Deeper element; the complexity and appropriateness of the Think element and Discussion questions; and the overall aesthetic value and quality of the video, it's length, and it's overall message. Graduate level courses could significantly increase the complexity and scope of the evaluation matrix to include elements, such as health and cultural literacy, sophistication, timeliness and appropriateness of the literature and resources used to develop the health education plan, and pre- and post-test elements to gauge viewer learning. Finally, anectodal evidence from student work, comments and discussion offer further support for this type of assignment. Students provided thoughtful, well-written, well-supported work that reflected the healthy struggle of reaching group understanding and agreement and to conceptualize difficult and complex problems.

Further studies should examine more closely the specific characteristics of the assignment that may cultivate benefit in learning and how student centered, problem based, collaborative course work around a short, audio visual rather than written assignment can be useful in attaining high level learning outcomes.

The use of a student centered video assignment may be a novel and innovative strategy to approach the development of problem solving and group work in the classroom. The assignment described here was received positively by students and offers insight into the myriad complexities of teaching about difficult, evolving, and sophisticated issues both in and outside of the health professions. The small but positive results of the student survey as well as the assessment of student learning witnessed by the instructor should encourage other educators to develop similar assignments and to undertake additional studies to evaluate the effectiveness, merits, and strengths of creating video in public health coursework.

Ethics Statement

This study was carried out in accordance with the recommendations of Grand Valley State University Institutional Review Board with written informed consent from all subjects. All subjects gave written informed consent in accordance with the Declaration of Helsinki. The Grand Valley State University Institutional Review Board approved the protocol.

Author Contributions

JV contributed to the conception and design of this study. JV managed the data collection of this study. JV organized the data. HW and JV wrote the first draft of the manuscript. JV and HW wrote the sections of the manuscript. HW wrote the second draft of the manuscript and completed all revisions.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Funding. Grand Valley State University will cover the open access publication fee.

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpubh.2019.00312/full#supplementary-material

Health Education

(15 reviews)

College of the Canyons

Publisher: College of the Canyons

Language: English

Formats Available

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Learn more about reviews.

Reviewed by Uma Hingorani, Affiliate Professor, Metropolitan State University of Denver on 10/12/23

There is a Table of Contents, but an index and glossary of terms would both be helpful to find information quickly. read more

Comprehensiveness rating: 4 see less

There is a Table of Contents, but an index and glossary of terms would both be helpful to find information quickly.

Content Accuracy rating: 4

The information is well organized and accurate. Some updates are needed, such as reference to latest edition of The Diagnostic and Statistical Manual of Mental Disorders (DSM), including online tools to track menstrual cycle and Roe vs. Wade overturned stance on abortion in U.S., using more current CDC Fact sheets, including psychodelic mushrooms under drugs of abuse and impacet of legalization of marijuana on abuse potention, and including e-cigarettes, JUUL, and other modern cigarette types. Some minor typographical and spelling errors were noted ('spermacides').

Relevance/Longevity rating: 4

Updating sections to include modern aspects would be helpful.

Clarity rating: 5

The language is clear and conducive to an undergraduate level college audience.

Consistency rating: 5

The book flows well and uses consistent terminology throughout the chapters.

Modularity rating: 5

The text is divided into subsections, making it manageable to read and understand.

Organization/Structure/Flow rating: 4

The book is well organized and flows well.

Interface rating: 4

Use of more diagrams would be helpful. The diagrams and charts used emphasize the textbook reading.

Grammatical Errors rating: 4

Some minor typographical (bullets points not aligned in e-copy) and spelling errors were noted ('spermacides').

Cultural Relevance rating: 4

Culturally and racially sensitive.

This is a well-written, well-organized textbook which provides a good overview of health. Including the WHO definition of health and wellness would be beneficial as well as using more references to college-age students to engage this audience. In addition, updating sections to modern times would be helpful. Nonetheless, it is a straightforward and helpful textbook to use for a general health class elective.

Reviewed by Anna Smyth, Adjunct Faculty, Salt Lake Community College on 4/18/21

Health is a broad subject, and this book has done a nice job of categorizing and explaining some of the most important aspects. The book does not have a glossary or index but provides references at the end of each chapter for further exploration. read more

The data and information presented in the book appears to be accurate but some statistics are over 10 years old. Students would benefit from an updated edition. The information about sensitive topics such as violence in relationships, sexual health, etc. are handled skillfully without bias.

The text is written in a way that it would be relatively easy to update. Some of the topics, legal marriage for example, are changing due to legislation across the country, but the book speaks generally enough about these topics to capture this reality. The reader can pursue the references included at the end of each chapter to find more specific time-sensitive data around such topics.

Clarity rating: 4

The book is very clear in its use of language. This is a particularly appealing element if you have students whose native language isn't English. A moderate proficiency in English will make this book accessible--easy to read and understand. One missing piece of context noted: Section 5.6 seems to refer to a chart, ie "in the lower left corner" but no chart is included.

Consistency rating: 4

The text is consistent in the way the framework has been structured and the terminology is relatively consistent throughout, however there are some occasional verb tense inconsistencies, for example in Chapters 6 and 8 the voice alternates between speaking directly to the reader (you) and in third-person.

Modularity rating: 4

It would be as easy to pull a few excerpts from the book as assigned reading as it would be to review the entire text throughout a semester. There could be more of a contextual introduction to each chapter that may help provide a useful modular framework.

As the text is a presentation of a variety of interrelated topics rather than information that must be presented in a particular sequence for full and proper understanding, the organization seemed appropriate and sufficient. As Maslow's heirarchy is presented, there is an argument for using the order from that framework or the order of the six dimensions of health presented in Chapter 1, but the content therein, aside from Chapter 1, is not determined by the sequence so the current organization is sufficient.

I saw no significant interface issues, however the text could benefit from more illustrative images throughout to support learning and such images could help with minimizing any confusion as well as retention of the information presented. An example of such is Figures 14 and 15 on page 152 and Figure 4 in Chapter 9.

In my review, I noticed very few grammatical or spelling errors.

Cultural Relevance rating: 3

Some of the sections could be updated with more inclusive language, such as the section on fertility and conception. Language such as "pregnant people" rather than "pregnant women" or "birthing person" rather than "pregnant mother" is more inclusive of the transgender community. The text generally tends to reference nationwide statistics without detail or context regarding specific demographics. This could be a valuable addition as illustrated in Chapter 1 that health can be substantially influenced by things such as race and ethnicity, culturally sensitive healthcare, sexual identity and orientation, etc. which are topics included later in the text. Expounding upon some of these critical aspects of health and determinants of health would add value and represent a more comprehensive perspective of health in the US.

This book is a solid resource with lots of useful information to use in health-related course curricula.

Reviewed by Garvita Thareja, Assistant Professor, Metropolitan State University of Denver on 3/16/21, updated 4/22/21

It had covered most of the major topics in health and wellness. However, there are some foundational topics like dimensions or health (they touched these, but need more depth), theories for behavior change that should be added , being foundational in nature. Then again, some concepts are just added there and may not be needed at this level as it adds to confusion than contribution. We don't need that deeper biology part as its a health topic and not anatomy/physiology.

Content Accuracy rating: 5

Its very accurate book. I would re structure some aspects and add some examples at few places, but overall, its up the mark with accuracy.

Relevance/Longevity rating: 3

Content needs an update. For example if its a weight management, then we need to add information about various apps and calorie tracking resources. If its a drug and abuse, I would add an activity that really engages students about how taking shots can affect their cognition and possibly put them in DUI. This text has too much theoretical concepts but less of applied part or case studies.

The information is clear and use simple languages. Not big jargons or difficult terms.

Yes, its consistent with the topics and headings and sub headings. Its just too much information actually VS field work, examples and real applications.

yes, its divided into various parts and sub parts. Easy to navigate and clear layout. I would just add that piece where if we click on a sub topic from table of contents, it takes us to that page automatically instead of scrolling around.

Organization/Structure/Flow rating: 5

Yes, very clear and logical flow.

Interface rating: 5

Its easy to navigate. I would add a little more images as it gets monotonous reading it. WIth a topic like health, lot more colors and contrasts and images can be added.

Grammatical Errors rating: 5

I did not find one.

Cultural Relevance rating: 5

Not offensive. But I would actually add more of culture and diversity when it comes to health. Why are some cultures "Healthy"? or "why is disparity between genders with access to healthcare across the globe/developing nations"?

It is an interesting book. I liked reading it and refreshing some of the topics. I would just add some case studies and activities to make it more interactive instead of passive reading. May be we can have a supplemental lab with it? Its not a perfect book as it covers upper and lower division topics. But definitely, some components can be used as they are well written.

Reviewed by Sara Pappa, Assistant Professor, Marymount University on 2/24/21

The textbook is a comprehensive compilation of personal (individual) health topics, which are clearly defined and described. It would be appropriate for a Personal Health or Introduction to Health/Health Behavior course. It has a table of contents, but not an index or glossary. It does not highlight key terms. There is a reference list at the end of each chapter--this could be expanded to include helpful links. Chapters do not have introductions or summaries.

The content is accurate and relatively unbiased. It includes current public health topics such as the leading causes of death, social determinants of health and health disparities. I might suggest changing the name of Chapter 12 to Chronic Diseases.

Each chapter is made up of many sections, or short descriptions of the topics. This helps with the organization of the content. There are not a lot of case studies, examples, graphics or anecdotal information to enhance the learning process. The material is somewhat dry the way it is presented (not very engaging).

The textbook is written in clear language and at an appropriate reading level for college students.

The chapters are organized in a consistent manner.

The textbook could easily be broken down into smaller units or sections as well as followed in a different order as indicated by a course or instructor. The short sections, as well as the chapter and section/sub-section numbering systems, make it easy to follow.

The textbook is organized in a clear manner, with chapter and section titles that make it easy to follow.

The textbook is easy to read and navigate.

The textbook is well written with few grammatical errors.

The textbook does include some references to culturally competent content. It would be improved with the addition of specific examples, including data and research, about cultural differences and how these affect health.

Reviewed by Sarah Maness, Assistant Professor, Public Health, College of Charleston on 1/27/21

Covers a wide variety of health promotion topics, primarily at the individual level. Lacks a section on social relationships and health. Only covers romantic relationships and in ways that are culturally dated (section on Married and Non-Marrieds). read more

Comprehensiveness rating: 3 see less

Content Accuracy rating: 1

I would not feel comfortable using this text in my class based on issues with accuracy. Section 1.7 about Determinants of Health mentions Healthy People 2020 however does not describe the Healthy People Social Determinants of Health Framework when talking about Social Determinants of Health and includes different factors. Citations are very dated, 2008 or earlier when this edition came out in 2018. Healthy People 2030 is now out so next version should update to that as well. Bias encountered in the chapter about relationships and communication. Only covers romantic relationships and is written with from a heteronomative perspective that also centers marriage and is stigmatizing to those who are not married. ("Marriage is very popular..because it does offer many rewards that unmarried people don't enjoy." "There are known benefits to being married an in a long-term relationship rather than being single, divorced or cohabiting). Also refers to attempts to legalize same sex marriage in this chapter, which has been legal for years now. References are not formatted in AMA or APA style which is standard for the field. Wikipedia is used as a reference in Chapter 2. Chapter 6 discusses "options" for unplanned pregnancy (including taking care of yourself, talking to a counselor, quitting smoking) and does not mention abortion as an option. HPV vaccination recommendations need to be updated.

Relevance/Longevity rating: 2

All topics are relevant but the supporting statistics are outdated by more than a decade in many places. Years are not included in many statistics, nor in the citation at the end of the chapter.

Clarity rating: 3

The sections read as rather disjointed. Chapters could be more aligned and have improved flow for the reader to understand how concepts are related. For example, going right into theoretical models of behavior change in Chapter 1 is early and advanced for an introductory text.

Consistency rating: 2

In the Introduction it states the book is about health, health education, and health promotion. Since health promotion is broader than health education, and fits the topics of the book, it is not clear why this is not the title instead. This book could be useful for an introduction to health promotion class but instructors may overlook it because of the name. Some chapters contain no in text citations despite stating facts, while others contain many. Reference lists and in text citations are formatted differently in different chapters.

Almost too modular, not clear how some sections relate and there is not a lot of detail in many subsections.

Organization/Structure/Flow rating: 3

The sections within each chapter often seem disjointed and do not include enough detail in each section.

Interface rating: 3

In many chapters, only weblinks are provided as citations. If the link is broken, there is no title, author, journal or year for reference. Figures included without citations (ex: Social Readjustment Rating Scale).

Grammatical Errors rating: 3

Did not notice overt grammatical errors.

Includes examples and text of people of multiple races and ethnicities. Is not inclusive based on sexual orientation and in terms of the way it discusses marriage and relationships.

The cover does not appropriately capture what the book includes. It could be more representative of health than just a sports field/physical activity. Health is multi-dimensional and includes in addition to physical - mental, emotional, spiritual, occupational aspects, which the book acknowledges in the text. Hair and clothing style of people on cover also look outdated.

Reviewed by Corrie Whitmore, Assistant Professor, University of Alaska Anchorage on 11/11/20, updated 1/10/21

Comprehensiveness rating: 5 see less

This book was developed for a Health 100 class. It covers a wide variety of personally relevant health topics, with segments defining health, discussing "your bodies response to stress," describing threats to environmental health, and offering a guide to "understanding your health care choices," which includes both nationally relevant and California-specific information. The index is detailed and specific. There is no glossary.

This textbook would be appropriate for a lower division personal health course. Some components would be useful in an introductory public health course, such as the "Introduction to Health," "Infectious Diseases and Sexually Transmitted Infections," and "Health Care Choices" secgments.

The text is not appropriate for a "Fundamentals of Health Education" or "Health Promotion" course aimed at future Health Educators.

Book provides accurate information with clear references to unbiased sources (such as the CDC for rates of diseases).

Content is releveant and timely.

The book is appropriately accessible for lower division students, with clear definitions of relevant vocabulary.

Good internal consistency.

The segmentation of the book into 14 topical sections, each with subsections, makes it easy to assign appropriate chunks of reading and/or draw pieces from this text for use in other courses, such as an introductory public health course.

Well-organized.

Easy to navigate.

Easy to read.

Good discussion of health disparities, acknowledges cultural components in health. Is not insensitive or offensive.

Reviewed by Audrey McCrary-Quarles, Associate Professor, South Carolina State University on 8/17/20

The Health Education book covered all the components usually found in other basic health books. It can be utilized as an Open Textbook for students taking the introduction to health or the basic health course, such as HED 151 - Personal and... read more

The author could use a picture that exhibits diversity on the cover.

Some of the data is just a little outdated but can be updated very easily with an article or current chart.

Clarity is okay.

Consistency is good!

Should be an easy read for students.

Organization and flow are great!

Text can use some more pictures and charts, especially in Chapter 1.

Did not notice any grammar errors in scanning over the book.

The cover should be a picture that depicts diversity as well as showing more diversity throughout the book.

Overall, the book serves its purpose. It is good!

Reviewed by Vanessa Newman, Adjunct Faculty, Rogue Community College on 7/22/20

The textbook successfully covers a wide array of health education topics. The chapters on "Relationships & Love" and "Health Care Choices" were excellent additions to what you find in many health books. Overall, I would have liked to have seen more case studies, illustrations, examples, and quick quizzes to reinforce the content presented and to reach students with different learning styles. Many of the sub-topics could be even more robust with the addition of information on auto-immune disorders for example or a section on health education professionals like personal trainers and health coaches or information on what to do if you suspect a food-borne illness and how to access help.

The contributors have done a great job of presenting accurate information but it is now outdated in many sections and chapters which is what happens in textbooks generally. The language and presentation of material appears unbiased. The addition of more graphics and examples that cross demographics, cultures, and races would be a welcome addition. I found no factual errors but did question the notion that gluten-free diets can assist with anemia and wondered if research about the resilience gene in children might be referenced.

The research presented is all 2015 or before with an emphasis on 2008 information. Sections about marijuana and cannabis, infertility, social disorder, and smoking need refreshing. It would be helpful to have information about genetic testing (23 and me and Live Wello) added, functional fitness addressed, and infectious disease content brought up to date. So much has happened affecting people's health has transpired since 2015 that it is time for updating. Also, more information in sections like how baby birth weight can predict chronic disease development and mindfulness as a practice for improved quality of life.

Content is presented in clear, concise and appropriate language. Every once in a while there is a sentence structure issue or a word ordering that is clarified by a re-read. There is not an emphasis on jargon or overuse of idioms in my opinion. All terminology was defined or given reference as to where to locate additional information. Again the use of diagrams, illustrations, more examples would also improve clarity and accessibility for some. I did not recall seeing information on how many calories are in a gram of protein, carbohydrate and fat presented. And relevance affects clarity. For example, including language about portal of entry and exit in the infectious disease section.

Having a quick quiz at the end of every chapter would have added consistency. Also standardized formatting for charts and graphics would improve the textbook overall as well. The chapters, sections and headings all appear consistently presented. There was nothing presented that was jarring or appeared out of context. References looked similar and were all summarized at the end of each chapter.

Modularity was this textbook's strength. Large chunks of information were broken down into manageable sections and sub-sections and the white space was appreciated. Because of this, the information did not seem overwhelming or "too much too fast." Students can take breaks and not lose track of where they were or forget critical information. Again, more examples, quizzes or case studies could also improve modularity and add an interest factor. The table of contents was thorough.

Time was taken to decide which chapters and topics should be presented in which order. The flow was organic, natural and later sections built on previous information. The structure of the textbook made sense and usually my questions about a topic or subject were answered within the same page. I had no complaints about organization and could find sections easily based on the table of contents.

No interface issues for me, but I was reading on a personal computer and perhaps on a tablet or phone there would be.

The paragraph spacing was not what I would have chosen. There were some inconsistencies. There are contractions like isn't which I prefer not to see in textbooks because it is too casual a style for me. Many instances of punctuation coming after quotations, but this may have been a style choice. The font seemed appropriate but more bolding or color would keep the reader's attention. There are spelling errors on the food chart on p. 236. Some issues with singular vs. plural. For example on P. 64 "nightmares" needs to be plural. A few places where punctuation is missing.

The text is not culturally insensitive, but without additional examples, graphics, and diverse charts it becomes a bit bland. The reference to a handgun on p. 56 was uncomfortable for me. Under weight management, there could be more information presented on how different cultures appreciate varying body types and have different food rituals and discussion on how not to "fat shame" others. Some examples of cultural influences could be presented in the infectious disease section like how practices for burying the dead can lead to disease and how food preparation affects disease management.

I thought it was comprehensive and well organized. If it were not for relevance issues, I would choose to use this book in our general health class.

Reviewed by Robert West, EMS Program Director, North Shore Community College on 6/7/20

Health education is an enormous subject area but this text does an excellent job covering the most important topics. The comprehensive nature of it topic coverage does come at the cost of not being comprehensive within any single topic- this book... read more

Topics within Health Education are inherently subject to bias- religious, cultural and generational perspectives often influence the scientific and open-minded exploration of issues in topics like sexuality, nutrition, and relationships. This book clearly strives to support perspectives with research and did not shy away from topics like abortion and gender roles.

The greatest weakness of this text is that it often feels outdated. Health information is dynamic and no text can always be current, but there are sections that are clearly too old to be considered useful unto themselves. Examples: The narcotic abuse epidemic is absent. This is a major issue in substance abuse and the text primarily looks at heroin abuse without examining the larger issue of prescription narcotic gateways to abuse, or even other narcotics of abuse. The use of PrEP for reducing HIV transmission has been available since 2012 but is not mentioned. The section covering sexual orientation and gender identity cites the 1993 Janus Report for its source of statistics. There is no publication date listed in the text- the latest citation that I noticed was 2015 but most come well before 2010, making the text a decade old in a field that changes rapidly.

The text is well-written and easy to comprehend.

Consistency rating: 3

The Acknowledgements page at the front of the book states that it was "compiled by..." and this speaks to the way the text appears. There is no consistency is the writing of the book. Some chapters are broken down into Sections, brief (often only a paragraph long) collections of sentences that seem to address a behavioral objective that we do not see. Other chapters are written like a standard text and then some appear in a question-and-answer format. None of these are inherently problematic, but the changing style may trouble some readers.

Chapters and chapter sections are clearly delineated.

Chapters are well organized- there is no logical order into which one must teach the various issues of health. The readings of this text could easily be sequenced as desired by the instructor.

The interface is clean and simple. There are few images/illustrations- they would be a welcome addition.

The text is well-written and contains no grammatical/spelling errors that I noticed.

Overall the text seems fair and cites studies to provide evidence of its claims, though some sections simply feel less than open-minded. In the discussion of marriage vs. cohabitation (does anyone use that word anymore?), the text lists advantages of being married that include less likely to commit crimes and less addiction. Statistically, perhaps, but is there a causal relationship? A single paragraph addressing "spiritual health" states: The spiritual dimension plays a great role in motivating people’s achievement in all aspects of life. Some people, yes, but it's not a global truth. Race is never addressed as a topic within the text, though it is commonly listed when a risk factor of disease, health care disparity, etc.

If updated, this would be a superb book. As it stands, it provides an excellent framework for a college course in General Health from which the instructor, or students, could be directed to contemporary writings on these issues. An instructor could readily assign chapter readings and then short research projects that would that could be shared with the class as a whole to assure present day relevance.

Reviewed by Kathy Garganta, Adjunct Professor, Bristol Community College on 5/26/20

The textbook covers a variety of topics in a choppy sequence jumping from three chapters on sexuality and sexual health to substance abuse then onto nutrition. The book was limited in depth and many areas needed additional explanation. There are many lists that did not have the background explanations to support the lists. Several areas were lacking details and were not at college level.

Content Accuracy rating: 3

The text was generally accurate, but lacked backup documentations. Several phrases or statements appeared subjective without the supportive documentation that could lead to misinterpretation. For example, page 107, Section 6.6, Sexual Frequency is covered in one paragraph. In it a statement, “although satisfaction is lower in women,” is delivered with no backup explanation. On page 149, section 7.11, Sexually Transmitted Infections begins with a list of twenty different infections without clarity of an opening explanation.

Relevance/Longevity rating: 5

The textbook was written in 2018 and is still current today. Because of the changing nature of health, it will need updating.

The text was basic and often used lists without additional explanations. Many sections were too brief leaving the reader confused. Page 210 contained an example of a diet list. The list for 4 healthy diet approaches was followed by confusing numbering.

The structural set up of headings and subheadings were consistent, but occasionally spacing was off.

The use of headings and subheadings were helpful. The table of contents clear and easy to follow. Often the sub headings were very short and needed additional information to validate their statements. As an OER text, sections could be assigned as resources to courses outside of health.

The topics were arranged with an unusual flow. Having three chapters on sexuality before nutrition changed the flow and weight of importance.

The text is free of significant interface issues. The chapter headings in the table of contents allows for easy navigation. The use of charts, color displays, photos would have assisted in explaining the topics. The chapter’s would benefit with a more engaging approach. Introspective questions or activities would help to relate material to students lives.

The text contains no significant grammatical errors. However, spacing and formatting needed consistency. For example, on page 86, five definitions all begin with the same exact phrase, throwing off the reader’s flow. On pages 285-86 the formatting/spacing is off.

The text should make greater use of photos/drawings that are reflective of a variety of gender, races, and backgrounds.

Grateful to the author for contributing to OER resources.

Reviewed by Sonia Tinsley, Assistant Professor/Division Chair, Allied Health, Louisiana College on 4/28/20

Covers a variety of health topics that are typical to a personal and community health course. However, the information is very brief. read more

Covers a variety of health topics that are typical to a personal and community health course. However, the information is very brief.

Content is accurate. However, some chapters tend to be limited with reference information.

Some chapters include a limited number of statistics and references but could be updated.

Information is basic and easy to follow.

Terminology used is consistent throughout the text.

The information can be divided into modules to use throughout the course.

Topics are organized and easy to follow.

There were not any features in the text that seemed to be distracting or confusing.

There were no glaring grammatical errors.

The text was very basic and seemed to be written for a variety of races, ethnicities, and backgrounds.

Would have been helpful to have more self-appraisals for readers to complete and make information personable.

Reviewed by Jeannie Mayjor, Part-time faculty in the Health and Human Performance Dept., Linn-Benton Community College on 1/15/20

I think this book does a great job of making the material presented easy to understand. Many similar textbooks are more advanced due to more challenging word/term choices, but this book would work well for anyone taking an intro level class in... read more

The book doesn't cover any of the topics in an in-depth manner. Since it's an intro-level textbook, there aren't many complicated ideas to present where accuracy could be a problem. I think some areas, like nutrition, are missing more up to date info, but that could be remedied by incorporating more recent articles and info from various health journals.

Since this text provides an easy to understand overview of health, it would be easy to update. There are no cutting edge or controversial views expressed in the book, so it does have longevity, but again, there will be a need to present more up to date info to supplement the general understanding that the students will have after reading this text. I like the section on sexual health/identity/orientation in the Sexuality chapter. One more chapter that I appreciate is the chapter on psychology: the most common mental health disorders that college-aged students encounter is important and the section on resilience in both the psychology chapter and the stress management chapter are greatly needed.

The book is very clear and understandable. After having taught a health class every term for the past twenty years, I think the way this book is written would appeal to most students.

I did not catch any inconsistencies in this text. Topics discussed in early chapters might come up in later chapters at times, but the info presented the second time around is consistent with earlier explanations of ideas and terms.

Larger type on chapter headings would help improve the ability to divide the book into smaller reading sections, it's easy to miss the start of a new chapter when scrolling through the text. Once you are in a chapter, the subheadings are helpful in dividing the chapter into smaller reading sections. I wish the chapter on cardiovascular diseases (coronary heart disease and stroke) was limited to those two diseases, without including a section on cancer. I think the topic of cancer deserves its own chapter.

The text is well organized and chapters flow into each other in logical ways. There are enough chapters to spread this out over a ten or 15 week term/semester. The chapters are short enough that you could easily assign one and a half chapters or two chapters for one week's worth of classes.

I would have liked to see more photos, although there are plenty of graphs, and I enjoyed the interactive quiz called The Big 5 Personality Test, I would have liked to see more. Some of the links listed in resources are no longer working, and one link in the Fitness chapter is not working, (Adding Physical Activity to Your Life) and I had been looking forward to exploring the topic in more depth. The MyPlate.gov website has been significantly changed, around the time that this book was published, so some of the links to that site no longer work.

I usually notice grammatical and spelling errors, as well as missing words, but I did not encounter anything obviously wrong in my reading.

The text could use more cultural references. I would have liked to see more acknowledgement of cultural differences and references to the health of people from other cultures, especially as it relates to changes they may encounter once a person from another country moves here.

Great overview of the various topics covered in a 100 or 200 level college health class. I will use sections of this book to help simplify some of the topics that my students find challenging, for instance, the fitness and heart health chapters/sections. Due to the inclusion of many of the mental health disorders that our students encounter, I will fit in some of the sections in the psychology chapter. I look forward to implementing some of the material in this text into my health classes.

Reviewed by Jessica Coughlin, Assistant Professor , Eastern Oregon University on 1/6/20

This textbook includes very similar topics to most of the college level health education books that are available today. While the book includes many of the main points related to each topic, it does not go into too much depth. However, this limitation can be solved by supplementing the book with scholarly articles. Based on the number of chapters and the amount of information, I think this book would be beneficial for a 10 week or 16 week term.

The book cites quality sources, however it would be helpful to include in-text citations since the references are only at the end of the chapters and it is difficult to know where the information is coming from. This is especially important for time sensitive information such as statistics. Also, some information seems to be directly from the sources, but it is not cited.

The information is mostly up to date, however as stated before, including in-text citations would help readers have a better idea of the relevance of the material. Also, there are limited references for each chapter.

The material is delivered in a clear and concise way. Adequate context is provided for terms and concepts.

The format of the text-book is consistent as is the type of delivery for the information.

The text includes a good amount of headings and sub-headings, which makes it easy to break the information down into smaller reading sections.

The book has a good flow to it. Each section within the chapters is well-organized and provides a logical progression.

The book is free of any significant interface issues, however there are some small issues such as spacing and formatting errors. Additionally, some small changes such as larger title pages for each chapter would be helpful as well as more graphics and pictures.

I did not notice a significant number of grammatical errors.

The text is not culturally insensitive or offensive. Like most textbooks, it could provide more examples that navigate the relationship between health and different backgrounds.

I would use this textbook, along with other supplemental materials for my course. It reviews the main topics I currently cover in my course and has less limitations than many overly-priced books.

Reviewed by Kathleen Smyth, Professor of Kinesiology and Health, College of Marin on 4/17/19

This textbook covers the myriad of required topics for an Introductory Health Course. The table of contents includes all of the topics I cover in my classes. No textbook is perfect and this book is no different but one should not rely on textbooks... read more

One of the greatest challenges in teaching health is to be unbiased given so many factors affect our health like politics, economics, zip code etc. The textbook does a fine job of explaining the role of government. For example: generic drugs and the abortion debate. Any areas in question can be used by the instructor to create a discussion with the students for better/different alternatives or ideas.

Health is very dynamic so the textbook will need to be updated on a regular basis.

This is an easy to read text. The majority of college students will have no issues with the terminology.

For a textbook that is not professionally published I found the terminology and framework sufficient for my needs. Anything missing can easily be added by the instructor and used as a discussion or research assignment for the students.

Maybe the best feature of the text is the modularity. Each section of the table of contents is hyperlinked so one could easily pick and choose the topics assigned to the students.

The organization follows the same logical fashion as all of the top rated professionally published Health Education textbooks.

There are a couple formatting issues but nothing that affects clarity in my opinion. I think because this is free I have lower expectations vs a professionally published textbook and I am ok with this.

I did not notice any obvious grammatical errors.

The text is not culturally insensitive or offensive but it could include in-depth analysis of health status in relation to one's race, culture and zip code. As I mentioned previously this is a topic that can easily be supplemented by the professor.

This free textbook meets all the requirements for an introductory health course. It leaves room for me to do my job to engage my students in more detail by discussing controversial topics while giving them the opportunity to be critical thinkers. I appreciate all of your efforts on this project.

Reviewed by Amanda Blaisdell, Assistant Professor, Longwood University on 4/11/19

It gives a lot of information, but it isn't very "in-depth." Admittedly, it would be a challenge to be very in-depth with one book that covers so many topics. This book certainly lacks sufficient images/pictures. The amount of information varies by topic. For some reason, some topics (that don't seem as important in relation to other priority issues) have much more text and information, while other topics lack in comprehensive quality to a large extent. Types of intimate partner violence is incredibly insufficient. There are LOTS of ways that people are abusive, those 5 bullets are not enough. There are lots of incomplete sections. It seems like most sub-topics are hand-selected.

There are biases in the information. For example, mental health is described with an emphasis on college-aged students. Why? Mental health issues affect everyone. This makes it seem like a college student problem. Another example, on page. 57 a strategy to cope with stress is to "give in once in a while." What are we promoting here? I have taught health education and stress management for years. There is a better way to phrase the point they are getting to.

It seems like it is up-to-date as of right now, but health facts are only good for five years.

Sometimes more jargon is necessary. Too much relying on cultural metaphor.

Not all facts have footnotes so that the reader can find the source of the information. Why do some have a reference footnote but other facts do not? How can we dig deeper and fact-check? The reference sections are hyperlinks, which come and go. Why are the references lacking any actual APA, MLA, or other format? APA would be appropriate. Students emulate what they find in textbooks. Some seem to be in some formal form, but others are not and the formatting is not correct.

Yes, very much so.

Some topics fit in multiple categories, so there should be some in-document link to information.

Some sections have a space between paragraphs... some do not.. it is not consistent or visually appealing (Example, p. 23). Figure 1 on page 51 seems to have highlighting and blurriness on the image. Look on p. 122, what is that symbol before the "Copper IUD"? WHy does it say it twice? Is there a heading that wasn't bold? What is going on?

I don't know if you call this "grammar" per-se, but formatting is not consistent. For example, on p. 55 there is no consistency in capitalization of first words in bullet points. That just seems sloppy and unprofessional.

Don't refer to sexual arousal as being "turned on," as that is a cultural metaphor. Some language needs to be technical because this book is supposed to provide information. There is lots of evidence of attempts at cultural competence, but it doesn't provide enough of that. There are lots of lifestyles that are OK even if they don't fit our Western model.

To be honest, it seems like portions of this book are plagiarized. Is this a rough draft?

Chapter 1: Introduction to Health
Chapter 2: Psychological Health
Chapter 3: Stress Management
Chapter 4: Relationships and Communication
Chapter 5: Gender and Sexuality
Chapter 6: Sexual Health
Chapter 7: Infectious diseases and Sexually Transmitted Infections (STI's)
Chapter 8: Substance Use and Abuse
Chapter 9: Basic Nutrition and Healthy Eating
Chapter 10: Weight Management
Chapter 11: Physical Fitness
Chapter 12: Cardiovascular Disease, Diabetes, and Cancer
Chapter 13: Environmental Health
Chapter 14: Health Care Choices

Ancillary Material

About the book.

Readers will learn about the nature of health, health education, health promotion and related concepts. This will help to understand the social, psychological and physical components of health.

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Atkinson, M.K. , 2023. Organizational Resilience and Change at UMass Memorial , Harvard Business Publishing: Harvard T.H. Chan School of Public Health. Available from Harvard Business Publishing Abstract The UMass Memorial Health Care (UMMHC or UMass) case is an examination of the impact of crisis or high uncertainty events on organizations. As a global pandemic unfolds, the case examines the ways in which UMMHC manages crisis and poses questions around organizational change and opportunity for growth after such major events. The case begins with a background of UMMHC, including problems the organization was up against before the pandemic, then transitions to the impact of crisis on UMMHC operations and its subsequent response, and concludes with challenges that the organization must grapple with in the months and years ahead. A crisis event can occur at any time for any organization. Organizational leaders must learn to manage stakeholders both inside and outside the organization throughout the duration of crisis and beyond. Additionally, organizational decision-makers must learn how to deal with existing weaknesses and problems the organization had before crisis took center stage, balancing those challenges with the need to respond to an emergency all the while not neglecting major existing problem points. This case is well-suited for courses on strategy determination and implementation, organizational behavior, and leadership.

The case describes the challenges facing Shlomit Schaal, MD, PhD, the newly appointed Chair of UMass Memorial Health Care’s Department of Ophthalmology. Dr. Schaal had come to UMass in Worcester, Massachusetts, in the summer of 2016 from the University of Louisville (KY) where she had a thriving clinical practice and active research lab, and was Director of the Retina Service. Before applying for the Chair position at UMass she had some initial concerns about the position but became fascinated by the opportunities it offered to grow a service that had historically been among the smallest and weakest programs in the UMass system and had experienced a rapid turnover in Chairs over the past few years. She also was excited to become one of a very small number of female Chairs of ophthalmology programs in the country.

Dr. Schaal began her new position with ambitious plans and her usual high level of energy, but immediately ran into resistance from the faculty and staff of the department. The case explores the steps she took, including implementing a LEAN approach in the department, and the leadership approaches she used to overcome that resistance and build support for the changes needed to grow and improve ophthalmology services at the medical center.

This case describes efforts to promote racial equity in healthcare financing from the perspective of one public health organization, Community Care Cooperative (C3). C3 is a Medicaid Accountable Care Organization–i.e., an organization set up to manage payment from Medicaid, a public health insurance option for low-income people. The case describes C3’s approach to addressing racial equity from two vantage points: first, its programmatic efforts to channel financing into community health centers that serve large proportions of Black, Indigenous, People of Color (BIPOC), and second, its efforts to address racial equity within its own internal operations (e.g., through altering hiring and promotion processes). The case can be used to help students understand structural issues pertaining to race in healthcare delivery and financing, to introduce students to the basics of payment systems in healthcare, and/or to highlight how organizations can work internally to address racial equity.

Kerrissey, M.J. & Kuznetsova, M. , 2022. Killing the Pager at ZSFG , Harvard Business Publishing: Harvard T.H. Chan School of Public Health case collection. Available from Harvard Business Publishing Abstract This case is about organizational change and technology. It follows the efforts of one physician as they try to move their department past using the pager, a device that persisted in American medicine despite having long been outdated by superior communication technology. The case reveals the complex organizational factors that have made this persistence possible, such as differing interdepartmental priorities, the perceived benefits of simple technology, and the potential drawbacks of applying typical continuous improvement approaches to technology change. Ultimately the physician in the case is not able to rid their department of the pager, despite pursuing a thorough continuous improvement effort and piloting a viable alternative; the case ends with the physician having an opportunity to try again and asks students to assess whether doing so is wise. The case can be used in class to help students apply the general concepts of organizational change to the particular context of technology, discuss the forces of stasis and change in medicine, and to familiarize students with the uses and limits of continuous improvement methods.

Yatsko, P. & Koh, H. , 2021. Dr. Joan Reede and the Embedding of Diversity, Equity, and Inclusion at Harvard Medical School , Harvard T.H. Chan School of Public Health case collection. Available from Harvard Business Publishing Abstract For more than 30 years, Dr. Joan Reede worked to increase the diversity of voices and viewpoints heard at Harvard Medical School (HMS) and at its affiliate teaching hospitals and institutes. Reede, HMS’s inaugural dean for Diversity and Community Partnership, as well as a professor and physician, conceived and launched more than 20 programs to improve the recruitment, retention, and promotion of individuals from racial and ethnic groups historically underrepresented in medicine (UiMs). These efforts have substantially diversified physician faculty at HMS and built pipelines for UiM talent into academic medicine and biosciences. Reede helped embed the promotion of diversity, equity, and inclusion (DEI) not only into Harvard Medical School’s mission and community values, but also into the DEI agenda in academic medicine nationally. To do so, she found allies and formed enduring coalitions based on shared ownership. She bootstrapped and hustled for resources when few readily existed. And she persuaded skeptics by building programs using data-driven approaches. She also overcame discriminatory behaviors and other obstacles synonymous with being Black and female in American society. Strong core values and sense of purpose were keys to her resilience, as well as to her leadership in the ongoing effort to give historically marginalized groups greater voice in medicine and science.

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"The foundation of Integrated Health Services is the relentless pursuit of value. Our fundamental purpose is to help IBM win in the marketplace through the health and productivity of our workforce." ---Martín Sepúlveda

Martín Sepúlveda, Vice President of Integrated Health Services at IBM, had played a central role in establishing IHS as a vital and ongoing contributor to the corporation's success. IBM's IHS organization, as it had come to be known in 2008, was a global team of approximately 250 occupational medicine, industrial hygiene, safety, health benefits and wellness professionals responsible for ensuring the health and well-being of IBM's over 400,000 employees worldwide. This case, set in 2011, highlights the many challenges and his team faced in developing strategies and approaches to creating a culture of health within IBM, and maintain its commitment to the well-being of every employee.

Weinberger, E. , 2015. Weighing the Evidence: One University Takes a Hard Look at Disordered Eating Among Athletes , Harvard T.H. Chan School of Public Health: Strategic Training Initiative for the Prevention of Eating Disorders (STRIPED). Download free of charge Abstract Colburn University is the largest private university in the fictitious state of Columbia and is often recognized by people from distant parts of the country for its award-winning Division I athletic teams. That’s why when athletic director Harry Ritchie makes an offhanded comment about Colburn student-athletes with eating disorders, the press pounces. This incident coupled with a complaint from a parent draws the attention of Dean Francis Reilly, who finds himself needing to peel back some of the layers embedding college athletics on the issue of eating disorders among athletes. Throughout the narrative, different perspectives on sports and eating disorders are revealed from top-level administrators, like Dean Reilly, to the student-athletes themselves. As the story concludes, the conversation about eating disorders has begun, but questions still remain on how to make Colburn University a healthy environment for its student-athletes. Intermediate and advanced level teaching notes available for faculty/instructors .

Gordon, R., Rottingen, J.-A. & Hoffman, S. , 2014. WHO Negotiations on Financing Health Technologies , Harvard University: Global Health Education and Learning Incubator. Access online Abstract This case simulation helps students experience first-hand the challenges of multilateral negotiations in global health policy. In World Health Organization Negotiations on Developing and Financing Health Technologies students participate in negotiations as members of the decision-making body of the World Health Organization (WHO). Representatives from all WHO member states attend planning sessions, which focus on a specific health agenda prepared by the WHO executive board. Students must collectively develop a resolution that the 66th World Health Assembly will adopt at the upcoming meeting in May 2013. The focus of the resolution is the development and financing of new health technologies for those diseases that disproportionately affect developing countries. The resolution must be developed in a group process; individual resolutions are not possible. Students play the role of country member states at the Committee trying to develop a compromise that will be adopted by the WHO Executive Board.

Teaching note available for faculty/instructors .

This case describes and explores the development of the first medical transitions clinic in Louisiana by a group of community members, health professionals, and students at Tulane Medical School in 2015. The context surrounding health in metro New Orleans, the social and structural determinants of health, and mass incarceration and correctional health care are described in detail. The case elucidates why and how the Formerly Incarcerated Transitions (FIT) clinic was established, including the operationalization of the clinic and the challenges to providing healthcare to this population. The case describes the central role of medical students as case managers at the FIT clinic, and how community organizations were engaged in care provision and the development of the model. The case concludes with a discussion of the importance of advocacy amongst health care professionals.

Focus on Diversity, Equity, and Inclusion

Yatsko, P. & Koh, H. , 2017. Dr. Jim O'Connell, Managing Crisis, and Advocating for Boston's Chronically Homeless Community , Harvard Business Publishing: Harvard T.H. Chan School of Public Health case collection. Available from Harvard Business Publishing Abstract A deep sense of foreboding filled Dr. James O'Connell and his team at Boston Health Care for the Homeless (BHCHP) in October 2014. The Boston mayor's office had just condemned the 64-year-old bridge that provided the only passage to the island in Boston Harbor housing the city's largest homeless shelter. It did not have a long-term contingency shelter plan in place and the city's other shelters were full. With winter fast approaching, O'Connell, who had been serving Boston's homeless population for over a quarter century, feared some of the city's dispossessed would die on the streets from cold. BHCHP would be hard pressed to provide them the medical care they needed. To implement his solution-reopening the Boston Night Center-O'Connell had to overcome the disinterest of BHCHP's traditional allies in the homeless service provider community, who for a number of years had been channeling their energies away from sheltering toward permanent housing solutions. The Boston Night Center's reopening helped achieve an unprecedented feat for the City of Boston: Not a single homeless person died from the elements that winter, the harshest in the city's recorded history. O'Connell parlayed this achievement into city and state financial support for the Boston Night Center for the next several years. How did O'Connell work with stakeholders to accomplish his goal? What could he do to maintain financial support for the Boston Night Center and shelter programs in Boston more generally?

Jessie Gaeta, the chief medical officer for Boston Health Care for the Homeless Program (BHCHP), learned on April 7, 2020 that the City of Boston needed BHCHP to design and staff in 48 hours one half of Boston Hope, a 1,000-bed field hospital for patients infected with COVID-19. The mysterious new coronavirus spreading around the world was now running rampant within BHCHP's highly vulnerable patient population: people experiencing homelessness in Boston. A nonprofit community health center, BHCHP for 35 years had been the primary care provider for Boston's homeless community. Over the preceding month, BHCHP's nine-person incident command team, spearheaded by Gaeta and CEO Barry Bock, had spent long hours reorganizing the program. (See Boston Health Care for the Homeless (A): Preparing for the COVID-19 Pandemic.) BHCHP leaders now confronted the most urgent challenge of their long medical careers. Without previous experience in large-scale disaster medicine, Gaeta and her colleagues had in short order to design and implement a disaster medicine model for COVID-19 that served the unique needs of people experiencing homelessness.

This case study recounts the decisive actions BHCHP leaders took to uncover unexpectedly widespread COVID-19 infection among Boston's homeless community in early April 2020. It details how they overcame their exhaustion to quickly design, staff, and operate the newly erected Boston Hope field hospital for the city's homeless COVID-19 patients. It then shows how they adjusted their disaster medicine model when faced with on-the-ground realities at Boston Hope regarding patients' psychological needs, limited English capabilities, substance use disorders, staff stress and burnout, and other issues.

This teaching case study examines psychological trauma in a community context and the relevance, both positive and negative, of social determinants of health. Healthy People 2020 views people residing in communities with large-scale psychological trauma as an emerging issue in mental health and mental health disorders (Healthy People, 2016). The case study, which focuses on Newark, New Jersey, addresses three of the five key determinants of health: social and community context, health and health care, and neighborhood and built environment. The three key determinants are addressed using psychological trauma as an exemplar in the context of trauma-informed systems. The social and community context is addressed using concepts of social cohesion, civic participation, and discrimination. Access to health and health care are addressed with discussion of access to mental health and primary care services, health literacy, and the medical home model. Neighborhood and built environment are viewed through the lens of available government and NGO programs and resources to improve the physical environment with a focus on quality of housing, crime and violence, and environmental conditions. Upstream interventions designed to improve mental health and well-being that support trauma-informed systems are analyzed. The use of Newark as the case study setting allows a real-life exploration of each of these three key determinants of health.

This case study has four sections – introduction, case study, side bar, and vignettes. Learners should work through the case, access appropriate resources, and work in a team for successful completion.

Johnson, P. & Gordon, R. , 2013. Hauwa Ibrahim: What Route to Change? , Harvard University: Global Health Education and Learning Incubator. Access online Abstract This case explores Nigerian attorney Hauwa Ibrahim’s defense of a woman charged with adultery by Islamic Shariah law. One of Nigeria’s first female lawyers, Ibrahim develops a strategy to defend a young married woman, Amina Lawal, against adultery charges that could potentially, if the court judged against her, result in her death. While many Western non-governmental organizations and advocacy groups viewed Lawal’s case as an instance of human rights abuse and called for an abolition of the Shariah-imposed punishment, Ibrahim instead chose to see an opportunity for change within a system that many – especially cultural outsiders – viewed as oppressive. Ibrahim challenged the dominant paradigm by working within it to create change that would eventually reverberate beyond one woman’s case. Willing to start with a framework that saw long-term opportunity and possibility, Ibrahim developed a very measured change approach and theory framed in seven specific principles. Additionally, Ibrahim’s example of challenging her own internal paradigms while also insisting that others do the same invites students to examine their own internal systems and paradigms.

Elizabeth, a middle-aged African American woman living in Minnesota, develops chest pain and eventually presents to a local emergency room, where she is diagnosed with stress-related pain and given Vicodin. Members of a non-profit wellness center where she is also seen reflect on the connection between her acute chest pain and underlying stress related to her socioeconomic status. On a larger level, how much of her health is created or controlled by the healthcare system? What non-medical policy decisions impacted Elizabeth such that she is being treated with Vicodin for stress?

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Browse our case library

Datar, S.M., Cyr, L. & Bowler, C.N. , 2018. Innovation at Insigne Health , Harvard Business Publishing: Harvard T.H. Chan School of Public Health case collection. Available from Harvard Business Publishing Abstract Insigne Health is a for-profit, integrated health insurer/health care provider whose leadership believes that by shifting members' focus from "sickness" to "well-being" it could increase the overall health of its insured population and decrease the resources it spends each year on delivering care. The case puts students in the role of design researcher charged with understanding the member segment about which Insigne Health leadership is most concerned: The "silent middle." This cohort represents 70% of membership and is "neither sick nor well." Without changes in a range of behaviors, these members may be quietly developing conditions that will evolve into costly chronic diseases. From interviews included in the case, students uncover insights into member behavior and, based on these insights, generate and develop concepts to help members change behaviors and lead healthier lives.

Singer, S.J. , 2010. International Patient Safety Collaborative , Harvard T.H. Chan School of Public Health. Abstract Preparing for his hospital's monthly board meeting, the CEO of Poudre Valley Health System in Fort Collins, CO, was wrestling with whether or not to recommend that his hospital continue to participate in the International Patient Safety Collaborative (IPSC) which he had helped to found a couple of years earlier with several American and Israeli health care institutions. Using an approach developed by the Institute for Healthcare Improvement, the IPSC hospitals had had some success in sharing best practices for reducing hospital acquired infections (HAIs) and adverse drug effects (ADEs). The CEO valued the relationships he had built with his other collaborators, and the potential for quality improvement as well as building bridges in the Middle East, but wondered if the outcomes were worth the costs and difficulties associated with the collaborative. Case and teaching note available upon request from author .

Quelch, J.A. & Rodriguez, M. , 2014. Rana Plaza: Workplace Safety in Bangladesh (Parts A, B & C) , Harvard Business Publishing. Available from Harvard Business Publishing Abstract On April 24, 2013 the Rana Plaza factory building collapsed in Dhaka, the capital of Bangladesh. Over 1,100 people were killed in the worst industrial accident since the Union Carbide plant gas leak in Bhopal, India. Most of the victims worked for garment factories, whose primary clients were European, US and Canadian firms. Export contracts to such firms had helped Bangladesh become the world's second largest clothing exporter. Rana Plaza was not the first tragedy to occur in Bangladesh's garment industry, and without intervention, more might follow. International brand owners, domestic and foreign governments, labor unions and non-governmental organizations (NGOs), stepped up to discuss their responsibilities for improving conditions for Bangladeshi garment workers.

Cohen, A.P., Madden, S.L. & Kane, N.M. , 2016. Reducing Sharps Injuries in Massachusetts Hospitals , Harvard Business Publishing: Harvard T.H. Chan School of Public Health case collection. Available from Harvard Business Publishing Abstract As Angela Laramie compiled her thirteenth annual report on sharps injuries (SIs) among hospital workers for the Massachusetts Department of Public Health’s Occupational Health Surveillance Program, she noted that the prevalence of injuries had remained at the same level for six years in a row. From 2002 through 2009, the SI rates had trended downward as hospitals implemented sharps injury prevention plans, but starting in 2009, the decline in rates and number of sharps injuries appeared to have stalled. Angela hoped to evaluate the reasons for the apparent lack of progress over the last few years, and to reassess the state’s approach: were the data they had been collecting adequate to meaningfully capture the sources and incidence of SIs in Massachusetts hospital workers? Did it clearly indicate where interventions should be targeted? Were there other data that could help her better understand the flat trend line? What did the data tell her, and what more should she know?

This case describes the challenges facing Jon Moussally, the CEO of TraumaLink, a four-year-old social venture that provided trauma first aid to victims of traffic injuries in Bangladesh, a country that had some of the most dangerous highways in the world but no formal emergency response system. Jon, a practicing emergency room physician and public health student, had been shocked by the chaotic traffic that he observed during a trip to Dhaka, Bangladesh, for a course on global health issues. Over the next 18 months, Jon and three partners—two fellow students and the Bangladeshi head of a local social venture organization—decided on a three-pronged approach: they would train community-based volunteers who lived or worked close to the highway to provide free basic trauma first aid; they would develop an easy-to-use 911-type software system to deploy volunteers quickly to a crash scene; and they planned to raise operating funds by selling advertising or subscriptions to companies in Bangladesh whose workers travelled the dangerous highways daily.

By the fall of 2017, TraumaLink had been successfully launched along two sections of particularly dangerous highways. Their trained volunteers had been able to quickly and effectively provide first aid to victims of traffic injuries. The software had worked well to notify and deploy volunteers and collect data. However, Jon and his partners had not yet found sustainable, long-term sources of revenue, despite almost four years of trying. After an initial pilot phase in November 2014, the organization had been awarded $142,500 by the US Agency for International Development, but these funds would run out by the end of 2018, with little chance of another round.

TraumaLink had proven that they could deliver emergency services and save lives, but could Jon and his partners figure out how to become financially sustainable so that they could continue to support and expand their services within Bangladesh and possibly beyond?

Holman, S.R. & Balsari, S. , 2017. Stampede at the Kumbh Mela: Preventable Accident? , Harvard University: Global Health Education and Learning Incubator. Access online Abstract This teaching case describes the fatal stampede in Allahabad, India during the 2013 Kumbh Mela festival, and the lessons it offers for thinking about global health risks and responses to unintentional accidents and injuries related to mass gatherings. The case is part of a teaching pack, “Accidents & Injuries: Lessons from a Stampede,” which also includes a companion instructor’s guide, discussion guide, role-play exercise, annotated bibliography, and glossary of terms. The case is suitable for undergraduate and graduate classes in the study of religion, humanitarian aid, public health, and emergency medicine with a focus on disaster management.

Sirali, Y. & Bhabha, J. , 2016. Turkey’s Child Protection Crisis and the Mother Child Education Foundation (Anne Çocuk Eğitim Vakfı—AÇEV), Parts A & B , Harvard Business Publishing: Harvard T.H. Chan School of Public Health case collection. Available from Harvard Business Publishing Abstract While violence against children in Turkey was widespread, people across the country were shocked by the news of seven atrocious child molestation cases,one after another over the course of a week in April 2010. Ayşen Özyeğin, Founder and President of the Mother Child Education Foundation (in Turkish, Anne Çocuk Eğitim Vakfı—AÇEV), a nonprofit organization devoted to supporting disadvantaged children and their families and promoting early childhood education, called a Board meeting to discuss whether the organization should assume a role in addressing the child protection crisis. ACEV’s leaders prepared to present recommendations to their fellow Board Members and to consider decisions critical for both the agency’s future and for Turkey’s children.

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A health educator has a broad role that may lead them into working in one of a number of settings, helping to educate the public about health issues.

The issues health educators confront are also wide-ranging: substance abuse, assessing the health issues of a community, addressing sexually transmitted diseases in students, meeting with community leaders about suicide prevention, and helping to develop programs to address all of these issues.

Students interested in a career as a health educator may begin as education majors, earning a second degree in a health-related area will help to equip them with the knowledge and experience they need to begin working for a school district, state, or county.

Working in the health education field can be an all-encompassing career that asks much of the person who chooses this field. Working in this profession also means that they could connect with people who may be feeling suicidal or who are addicted to a substance and help them to feel hope.

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Understanding accreditation.

Accreditation is vital to obtaining a well-respected degree that results in being hired by an employer you actually want to work for. If you don’t take the time to look for a university’s accreditation status (or lack thereof), you may not be able to transfer your credits or even apply for federal financial aid; federal laws prevent students at unaccredited schools from receiving this assistance.

What is accreditation? Consider it a stamp of approval or an endorsement given by agencies that evaluate individual universities, colleges, community colleges, and even specific programs for the quality of their educational programs, courses, and faculty.

To be accredited, an individual university or degree program, such as a health education degree program, voluntarily requests an accreditation evaluation. Degree programs and universities, community colleges and colleges submit their programs for evaluation if they feel they will qualify and it’s in their best interest.

These agencies have created the standards by which they evaluate schools or programs with the support of professionals or even the federal government in the case of regional accrediting agencies. If the school or program is found to meet the standards of the accreditation agency, it will be given an accreditation status.

For regional accreditation, you should keep your eyes open for these agencies:

Accrediting Commission for Community and Junior Colleges (ACCJC) Western Association of Schools and Colleges
WASC Senior College and University Commission (WSCUC)
Higher Learning Commission (HLC)
Middle States Commission on Higher Education (MSCHE)
New England Commission of Higher Education (NECHE)
Northwest Commission on Colleges and Universities (NWCCU)
Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)

For Health Education, you should keep your eyes open for these accrediting agencies.

The Commission on Accreditation of Allied Health Education Programs (CAAHEP)
Accrediting Bureau of Health Education Schools (ABHES)
National Commission for Health Education Credentialing (NCHEC)

Questions About Financial Aid

Going to college isn’t a cheap endeavor. You and your parents are likely to put many thousands of dollars into your degree. Ask about each school’s total price. This is the cost of tuition, fees, books, supplies, room/board, and other expenses that the school charges all students.

If you apply and are approved for financial aid, your award package could pay for a substantial portion of that, but it’s unlikely to cover all of it. Universities and financial aid programs work together to create a financial aid plan that applies payments directly to a student’s school bill. These financial aid packages can contain grants, scholarships, work-study, or federal or private student loans.

What is left after financial aid is known as the average net price. This is often affected by you or your parents’ annual income. If, for instance, your parents earn up to $75,000, they (and you) would owe more than a family that earns less than $48,000.

To get access to financial aid, you need to fill out the Free Application for Federal Student Aid (FAFSA). Once you are approved, you’ll be able to apply for grants, work-study, scholarships, or student loans (federal or private). Not all scholarships or grants require this, but many do. In this application, you answer questions that help the Department of Education understand the level of your need for assistance.

You don’t have to limit yourself to federal financial aid; you can apply for state aid as well. You also may be able to apply directly to your university for institutional grants or scholarships. And there are thousands of scholarships available through private organizations or corporations that are involved in the degree program you’re pursuing. If you are applying for several forms of aid, you may not get the maximum amount for grants, scholarships, or work-study.

Health Education Associations for Students

Health education students can obtain numerous benefits when they join health education associations. This is because they will gain access to materials other students can’t use for their papers. They may also gain access to learning opportunities that they would not otherwise have and networking with professionals who are already working I the field.

Society for Public Health Education (SOPHE) This is a professional association of health educators and students in the US and 25 countries. Members work in healthcare settings, universities, schools, federal, state, and local government agencies, worksites, and voluntary organizations.
ETA Sigma Gamma (ETA) ETA’s mission is to promote public health discipline and elevate the standards, competence, ideals, and the ethics of professionally prepared health educators.
Health Care Education Association (HCEA) HCEA involves several health educator disciplines and commits to improving healthcare outcomes by using evidence-based education.

Student or Open Access Journals

Student or open access journals can be challenging to read, even if you are relatively advanced in your classes. Combined with how much your professors may assign for you to read, each article can take a significant amount of time to get through. However, that doesn’t mean it’s not worth doing.

If you are going to get accustomed to reading and understanding articles at this level, it’s best to begin now. You’re going to be reading actively rather than passively; using your mind to figure out new words and their meanings, along with what the text is communicating, and hearing about concepts that may not even have come up in class. This will put you ahead of the curve as you continue through college and put you in a good position to succeed.

American Journal of Health Education (AJHE)
Health Professions Education (HPE)
The Health Education Monograph
The Health Educator

Health Education Study Resources

Even if you are attending in-person classes to earn your health education degree, you can still benefit from online resources. You may even want to take a few refresher courses later in your education, take a class over the summer to avoid summer brain drain, or take a class that isn’t offered by your school.

Online classes are convenient; you usually don’t need to log on at 9:15 a.m. every Tuesday and Thursday; you can log on as early or as late in the day as you find necessary to add to your learning. While this may be a new mode of learning for you, it may be more interesting for you simply because it is different.

If you’re worried about the cost, look for free online resources, such as Coursera. This website has thousands of courses available, some of which may be in health education or other courses you’re interested in.

Health Education and Promotion Program Directory This site provides information you may need as you look for resources for learning.
Saylor Foundation The Saylor Foundation’s goal is to provide education that is free for everyone. This link compiles everything you may be interested in.
National Commission for Health Education Credentialing (NCEC) You’ll find a wide range of resources here—purchasing study materials is optional, not mandatory.
Praxis Study Companion (Health Education) This resource allows you to figure out how much you already know. As you get closer to graduation and consider taking certification courses and exams, this will offer what you need.
Study Guide Zone This study guide offers several test prep opportunities, including nutrition, fitness, and teaching. If you plan on counseling clients, you’ll also find something for that.
Getting Smart This eLearning source pulls together 50 of the top eLearning courses, all for your ease of study. Sources such as MIT, Utah State, Stanford University, and others offer thousands of courses.

Smartphone apps aren’t just for social media or playing game. Students of all ages, including college, are very comfortable with their devices, having made them work with their lifestyles for years.

Students store upcoming homework assignments, exam dates, and study dates with them as well. They sometimes use their camera capability to take images of the pages they are studying so they can refer to them without having to open their textbooks.

Both Apple and Android have apps available for their customers to download or buy. So, why shouldn’t you download helpful apps that will help you track time, stay on-task, study, and keep organized?

Scribd Scribd is literally the biggest online library. Students are able to find documents or even books they need for their studies.
feed.ly This app is an RSS aggregator. Students can customize feed.ly to give them notifications whenever something they need comes up.
Dropbox This app allows students to upload class documents onto the cloud so they can access them at any time they need from the internet.
iTunes U Students who want to take an additional course can find and access a course through iTunes U. These courses are created and taught by faculty from leading universities, such as Harvard, Stanford, or MIT.
Any.do This app allows students to organize current and upcoming tasks and class obligations. It works as a to-do list, and goes farther by synchronizing every task with the student’s other devices.

Internships

A health educator internship is one of the most valuable things you can do for your new career and profession. Whether you work for a county health department, a school, or another government agency, you’ll gain valuable insight that supports what you have been learning inside the classroom.

You already know what the overall mission of health education is. It allows you, as an educator, to promote good health and help people prevent avoidable disease.

You may even be able to expand the settings in which you complete your internship. These can already include clinical labs and policy, where you’ll be a part of creating new policies that allow your agency to create effective changes. As your degree program suggests, you’ll also be able to educate others in a variety of settings. If you’re interested in working for a non-profit, an internship experience in a non-profit healthcare organization will expose you to many of the operations and roles available to you.

Internship and Career Center
Association of State Public Health Nutritionists
Government Jobs

Resources for Students and Professionals

Health educator certification options.

As a future health education specialist, you’ll develop in-depth knowledge of the health issues that are affecting populations as a whole and, more specifically, in the community where you live or attend school.

This knowledge comes though analyzing data from community members. Once you have this information, you’re able to create effective programs, meet with vulnerable community members, and encourage everyone to develop healthy lifestyles. You’ll also be active in creating new policies that support healthy living and make a healthier environment possible.

You may work in a government agency, hospital or clinic, a community organization, school or university, insurance company, or in a non-profit.

Once you have earned a bachelor’s degree, at minimum, and participated in an internship, you can then turn your attention toward certification. Once you have passed the most common certification exam for health educators, you’ll have the designation CHES after your name—this stands for Certified Health Education Specialist.

This certification is an indicator to others that your knowledge and practices comply with a national standard of practice. If you plan to work in a school district as a health teacher, you’ll be required to hold a certification in order to work.

Certified Health Education Specialist (CHES)
Master Certified Health Education Specialist (MCHES)
Sexual Health Educator Certification (SHEC)

Certification Study Resources

The National Commission for Health Education Credentialing (NCHEC) has created and administers the CHES exam throughout the US. The study guide and exam both focus on current, validated competencies and sub-competencies at both the basic and advanced levels. These are the CHES and MCHES study guides and exams for both new and experienced health educators. Organizations also use the study publication to assess the depth of health education knowledge among its staff.

The study guide acts as a helpful supplement to texts and class lectures that health educators may have already completed. NCHEC advises that health educators should study multiple sources before taking the exam.

Test Prep Review (TPR) This exam is suitable for new health educators beginning their careers.
National Commission for Health Education Credentialing (NCHEC) This exam is designed for the experienced health educator, assessing the depth of their knowledge.
National Commission on Health Education Credentialing
Health eCareers
MedicalJobs.org
Med Jobs Cafe
Health Jobs Nationwide

Temp Agencies

Temp (temporary) agencies hire people for specific career niches, such as health educator. Once someone is hired, they are the temp worker’s employer. When a request for a health educator comes in, the temp agency determines the exact job needs so it can match the correct worker to the requesting company.

Once a health educator accepts the assignment, they go to the client organization to introduce themselves and find out just what their expected role and duties will be while they are working on that assignment. Other terms for temp agencies are staffing agencies or temp services.

Vista Staffing Solutions
Maxim Healthcare Staffing
Align Staffing

Resources for Health Education Professionals

Professional health education associations.

Once a graduate of a health education degree program begins to look for employment, they should also look for professional health education associations they wish to join. Even at the beginning of their careers, this will help to benefit their careers and their level of health education knowledge.

A health education association is full of fellow health educators; they may work for the government, for a non-profit, or in a school district. The biggest commonalities are in their career goals. They will be able to network with other professionals and find the job opportunities they want. Professional health educator associations schedule meet-and-mingle events, where newer educators can meet with more-experienced educators.

Society for Public Health Education
American School Health Association
American College Health Association

Popular Health Education Journals

Continuing to read professional health education journals will allow you to stay up to date throughout your career. Doing so means you and your fellow health educators are able to contribute to the good reputation of your employer, be it a government agency, non-profit organization, or school district.

If you have plans to return to school and earn your master’s or doctorate, you are also laying the foundation for becoming a full professor who may be about to gain tenure. Depending on your specialization, you may also accumulate enough knowledge and experience so that you eventually become a leader in the health education field.

Academic Medicine Offered by Stanford University
Advances in Health Sciences Education Theory and Practice Offered by Springer Journals
Health Education Journal Offered by Sage Journals
Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine Offered by Sage Journals

Industry Conferences for Health Educators

It’s vital for you, as a health educator, to attend industry conferences. You get the chance to meet with hundreds of health education professionals and learn about new developments in health education. You’ll also learn about the best practices in this field, allowing you to make changes in how you do your work.

Attending conferences allows you to get to know other health educator professionals and gain support as you further your learning and goals. At conferences, you’ll have the chance take part in educational sessions and listen to noted speakers who introduce new developments and ways of thinking in this field.

Society for Public Health Education (SOPHE) Both students and health education professionals attend these conferences, where they have the chance to mingle together. You’ll also take part in roundtable discussions and skill-building workshops.
Learn Serve Lead: The AAMC Annual Meeting At this event, you’ll be attending sessions with professionals from communities from wealthy areas, poverty-stricken areas, cities with a diverse ethnic population, and populations struggling with health issues.
International Association of Medical Science Educators Annual Meeting This conference allows health educators to expand their learning, advancement, and professional development in their field.
AAMC Councils Co-located Spring Meeting The Council of Deans, Council of Teaching Hospitals, and Council of Faculty and Academic Societies all come together at this conference to discuss new ways of using effective leadership in health education or academic medicine.

Health Education, Advocacy and Community Mobilisation Module: 12. Planning Health Education Programmes: 1

Study session 12 planning health education programmes: 1, introduction.

Careful planning is essential to the success of all health education activities. This study session is the first of two sessions that will help you to learn about ways in which you can plan your health education activities. In this study session, you will learn about the purpose of planning health education interventions, the basic concepts of planning, and what steps to take when you are planning. The study session will focus in particular on needs assessment, which is the first step in planning health education and promotion. You will learn about categories of needs and techniques that you can use when carrying out needs assessment.

You may have covered some aspects of planning in other modules such as the Health Management, Ethics and Research Module. However, planning in this study session refers specifically to the health education planning process (Figure 12.1).

A healthcare worker discusses medication with a patient whilst seated in her office.

Learning Outcomes for Study Session 12

When you have studied this session, you should be able to:

12.1 Define and use correctly all of the key words printed in bold . (SAQs 12.1 and 12.2)

12.2 Explaiin the purpose of planning health education activities. (SAQ 12.2)

12.3 List the principles of planning in health education practice. (SAQ 12.2)

12.4 Describe the six steps of planning health education interventions. (SAQ 12.3)

12.5 Describe the main categories of needs assessment. (SAQs 12.4 and 12.5)

12.5 Discuss some of the techniques of needs assessment. (SAQs 12.4 and 12.6)

12.1 Planning health education activities

Before you can begin planning your health education activities, you need to have a clear understanding of what planning means. Planning is the process of making thoughtful and systematic decisions about what needs to be done, how it has to be done, by whom, and with what resources. Planning is central to health education and health promotion activities (Box 12.1). If you do not have a plan, it will not be clear to you how and when you are going to carry out necessary tasks. Everyone makes plans — for looking after their family, for cooking, and so on. You can build on experience you already have in planning, and apply it to health education.

Box 12.1 Key questions to ask when planning

What will be done?
When will it be done?
Where will it be done?
Who will do it?
What resources are required?

12.2 The purpose of planning in health education

There are several benefits to planning your activities. Firstly, planning enables you to match your resources to the problem you intend to solve (Figure 12.2). Secondly, planning helps you to use resources more efficiently so you can ensure the best use of scarce resources. Thirdly, it can help avoid duplication of activities. For example, you wouldn’t offer health education to households on the same topic at every visit. Fourthly, planning helps you prioritise needs and activities. This is useful because your community may have a lot of problems, but not the resources or the capacity to solve all these problems at the same time. Finally, planning enables you to think about how to develop the best methods with which to solve a problem.

Haimonot is a Health Extension Practitioner. She is working at a health post near your village. Haimonot is doing health education activities — but not planning them. How would you convince her that planning health education activities would be helpful? What points would you want to talk about? Use the paragraph above to help you plan what you want to say.

To convince Haimonot to plan her own health education activities, you could explain the purpose of planning to her. You could explain that:

Planning will make it easier for her to identify what she needs to do, and be more efficient in her work.
Planning would help her to prioritise the health problems in her community that need intervention.
Planning would help her choose the problems that are most important, and to match resources with the problems she intends to address. This would enable her to use her scarce resources more efficiently, and avoid unnecessary activities.

12.3 Principles of planning in health education

In this section you will learn about the principles you should apply when planning any activity in the community. Planning is not haphazard — that means there is a principle, or a rule, which you should take into account when developing your health education plans. You should always consider the principles shown in Box 12.2 when you plan a piece of work.

Box 12.2 Six principles of planning in health education

It is important that plans are made with the needs and context of the community in mind. You should try to understand what is currently happening in the community you work in.
Consider the basic needs and interests of the community. If you do not consider the local needs and interests, your plans will not be effective.
Plan with the people involved in the implementation of an activity. If you include people they will be more likely to participate, and the plan will be more likely to succeed.
Identify and use all relevant community resources.
Planning should be flexible, not rigid. You can modify your plans when necessary. For example, you would have to change your priorities if a new problem, needing an urgent response, arose.
The planned activity should be achievable, and take into consideration the financial, personnel, and time constraints on the resources you have available. You should not plan unachievable activities.

Meserete is a Health Extension Practitioner. Some time ago she developed a health education programme for her community. At the beginning, she identified some important health problems that were occurring in her community. Local people were recruited to identify their own health problems, and to look for a solution appropriate to their setting. Meserete also identified local resources that would be helpful for her health education activities. Finally, she developed a plan to meet the needs of the community and started to implement it. However, she faced a shortage of resources to carry out all of the items in her plan, so she prioritised the items and modified her plan according to the resources that were available. Look at Box 12.2 above, and work out which principles of planning you think Meserete used.

Meserete has worked well, and used all the principles of planning. She understood local problems [principle 1], and considered the interests of the community [2]. Local people participated in the programme at all stages [3]. She also identified local resources for her health education programme [4], and made sure that her plan was flexible [5]. Meserete also modified her plan, and she thought very carefully about what was achievable [6].

12.4 Steps involved in planning health education activities

Planning is a continuous process. It doesn’t just happen at the start of a project. If you are involved in improving and promoting individual, family and community health, you should make sure that you plan your activities. Planning can be thought of as a cycle that has six steps (Figure 12.3). In this section, you will learn the basic steps to take when planning your health education activities.

Steps in planning health education activities.

12.5 Needs assessment

Conducting a needs assessment is the first, and probably the most important, step in any successful planning process. Sufficient time should be given for each needs assessment. The amount of time required for a needs assessment will depend on the time you have available to address the problem, and the nature and urgency of the problem being assessed.

Needs assessment is the process of identifying and understanding the health problems of the community, and their possible causes (Figure 12.4). The problems are then analysed so that priorities can be set for any necessary interventions. The information you collect during a needs assessment will serve as a baseline for monitoring and evaluation at a later stage.

Before you begin a needs assessment, it is important to become familiar with the community you are working in. This involves identifying and talking with the key community members such as the kebele leaders, as well as religious and idir leaders. Ideally, you would involve key community members throughout the planning process, and in the implementation and evaluation of your health education activities.

There are various categories of needs assessment. In order to develop a workable and appropriate plan, several types of needs should be identified, including health needs and resource needs, which are outlined below.

12.5.1 Health needs assessment

In a health needs assessment , you identify health problems prevalent in your community. In other words, you look into any local health conditions which are associated with morbidity, mortality and disability. The local problems may include malaria, TB, HIV/AIDS, diarrhoea, or other conditions arising from the local context, such as goitre caused by lack of iodine in the diet.

Having identified the problems, you need to think about the extent to which local health conditions are a result of insufficient education. For example, are people lacking in knowledge about malaria, or HIV, or diarrhoea? Are they aware that some of their behaviours may be part of the problem?

12.5.2 Resource needs assessment

A resource needs assessment identifies the resources needed to tackle the identified health problems in your community. You should consider whether there is a lack of resources or materials that is preventing the community from practising healthy behaviours. For example, a mother may have good knowledge about malaria and its prevention methods, and want to use Insecticide Treated Bed Nets (ITNs). However, if ITNs are not available, it may not be possible for her to avoid malaria. Therefore, a bed net is a resource which is required to bring about behaviour change. Similarly, a woman may intend to use contraception. However, if contraceptive services are not available in her locality, she remains at risk of unplanned pregnancies. In order to facilitate behaviour change, you should identify ways of addressing this lack of contraceptive resources.

Be aware too that education is in itself one of the great resources you can call on. An education needs assessment should also be part of you plan.

12.5.3 Community resources

First read Case Study 12.1 to help you think about community needs.

Case Study 12.1 Tigist

Ms Tigist is a Health Extension Practitioner. She has been working for three years in a village called Burka. She has conducted a needs assessment in order to develop an appropriate health education plan. During the needs assessment, Ms Tigist identified that malaria, TB, HIV/AIDS and harmful traditional practices, such as female genital mutilation (FGM), were prevalent problems in the village. In addition, she identified that many community members did not know the causes of these problems, or any methods of prevention. For example, many young people did not like to use condoms, and many households did not use bed nets properly due to lack of knowledge. Ms Tigist also identified that many households did not own bed nets.

During a needs assessment, you also need to identify the resources available in the community, such as labour power. This would include finding out about the help that community leaders and volunteers could give, and the local materials and spaces in which to conduct health education sessions. When looking at community resources, you should include local information such as the number of people in each household, their ages and their economic characteristics. You would also include information on community groups and their impact on local health activities and communication networks.

Read Case Study 12.1 again, and then answer the questions below.

a. Which categories of needs assessment has Ms Tigist conducted?
b. List the problems Ms Tigist has identified in each of the categories of needs assessment.

a. Ms Tigist has undertaken a health needs assessment (look at Section 12.5.1 if you need to clarify this), and a resource needs assessment (see Section 12.5.2).

b. Problems identified in the health needs assessment showed that malaria, TB, HIV/AIDS and harmful traditional practices were prevalent, and that there is a lack of knowledge about causes and prevention methods for these problems. The main resource need identified was mosquito bed nets in some households.

If you identify malaria as a common health problem in your locality, what additional information would you need in order to plan and implement an appropriate intervention? You will find that looking at Section 12.5.2 again should help here. The important information you need to consider is the effect of current behaviours on the health problem you have chosen.

You should conduct a further assessment for this specific disease to identify the reasons why malaria is a problem in your locality. Knowing it is a problem is only the start. You may identify behavioural factors such as not using bed nets, not seeking timely treatment, or not clearing stagnant water around the dwellings. When all these behavioural factors have been identified, proper health education strategies can be developed to address them, including resources that are needed, and whether you can get them.

12.6 Assessment techniques

Data related to the health needs of the community can be obtained from two main sources — these are called primary and secondary sources . Primary sources are data which you collect during a needs assessment, using techniques such as observation, in-depth interviews, key informant interviews, and focus group discussions. Secondary sources are data that were collected and documented for other purposes, including health centre and health post records, activity reports, and research reports. You may also be able to review data which has already been collected by other people to identify local health problems.

Think about a health education issue you are aware of in your community. Make a list of primary and secondary sources of information you could collect on this issue.

You could collect primary information by conducting some interviews with key people in your community, or holding focus group discussions. Secondary sources of information about the health issue may be available from your local health centre, or health post data.

Various techniques can be used to collect data from the community. These include observation, in-depth interviews, key informant interviews, and focus group discussions — which we describe next.

12.6.1 Observation

To carry out an o bservation , you watch and record events as they are happening. Box 12.3 outlines some situations where observation can be a useful method of collecting relevant data.

Box 12.3 Observation is useful to understand

Community cultures, norms and values in their social context.
Human behaviour that may be complex and hidden.

When you are observing households, individuals, or more general practice or behaviour in your community, you may find it useful to use a checklist. For example, you could prepare a checklist to keep a detailed record of household practice and environmental hygiene. Following your checklist might help you to be more systematic about the things you are observing. You cannot observe everything at the same time, so the checklist will help you prioritise what to observe, and how to record what you have seen. A checklist is a very helpful tool for observation, and more generally with planning. There is an example of a checklist in Box 12.4.

Box 12.4 Checklist to organise observations

A Health Extension Practitioner has prepared a checklist to help organise her observations when she visits pregnant mothers in her community to put up new insecticide-treated mosquito nets (ITNs).

The checklist includes the following points:

Is the net hung above the bed? Yes/No
Has it been tied at all four angles above the bed? Yes/No
Is the net tucked under the mattress? Yes/No
Does the net have a hole anywhere where an insect might get in? Yes/No

You have probably already gathered a lot of information by using observation within your community. If you keep alert to all the things that are happening around you, you will be able to gather a lot of very useful information. Systematically observing and recording what you see is an important technique that you can use to identify health problems and their possible causes (Figure 12.5).

A healthcare worker taking notes as she sits talking with a woman and her child.

Observation is a real skill, and one you can practise very easily. Make a list of a number of small observations you can make in the next week or so. It doesn’t even have to be work related! Then just try a few out, and make a brief checklist for each.

You could observe how many people greet you over one half-hour period, and make a note of how they do it. You could observe how many bicycles go past in ten minutes and the age of the people riding them. Or choose an observation on health education. The important thing is to really pay attention, and then make some sort of record.

12.6.2 Interviews

The in-depth interview is another important method of data collection. This technique can be used when you want to explore individual beliefs, practices, experiences and attitudes in greater detail. It is usually conducted as a direct personal interview with one person — a single respondent. Using in-depth interviews as a Health Extension Practitioner, you can discover an individual’s motivations, beliefs, attitudes and feelings about health and illness. For example, you may want to explore a mother’s attitudes to — and use of — contraception.

It is a good idea to use open-ended questions to encourage the respondent to talk, rather than closed questions that just require a yes or no answer.

An in-depth interview can take around 30–90 minutes. Box 12.5 lists the steps you should take when conducting an in-depth interview.

Box 12.5 Conducting an in-depth interview

Identify an individual with whom you are going to conduct an in-depth interview, obtain their consent and arrange a time.
Prepare your interview guide — this is a list of questions you can use to guide you during the interview. You can generate more questions during the interview if other issues arise that you want to follow up.
Write down the responses as accurately as you can. You can also use a tape recorder to record the responses. However, you should ask permission from the respondent to use a tape recorder.
After the interview is completed, review your notes or listen to the tape and prepare a detailed report of what you have learned.

A healthcare worker interviewing a woman whilst a child sits on her lap.

Perhaps you could practise inventing open-ended questions. Try it out on your family and friends until it becomes easy to do. A closed question goes like this: Do you like vegetables? The person can only really say yes or no. An open question goes like this: Tell me something about how vegetables fit into your diet? Then the person can start talking about vegetables much more — and you will get a lot more information.

A good time to do an in-depth interview is when the subject matter is sensitive; for example, gathering data from women regarding their feelings about sexuality and family planning, or if the woman has had an abortion. This is a useful technique when you need to explore an individual’s experiences, beliefs and attitudes in greater detail.

12.6.3 Key informants

Key informants are people who have first-hand knowledge about the community. They include community leaders, cultural leaders, religious leaders, and other people with lots of experience in the community. These community experts, with their particular knowledge and understanding, represent the views of an important sector of the community. They can provide you with detailed information about the community, its health beliefs, cultural practices, and other relevant information that might help you in your work. How do you feel about talking to leaders and people with lots of experience? Do you ask them different sorts of questions from those you ask of other people? Although beliefs and attitudes apply to key informants too, you also have a chance to find out some answers to questions about ‘the bigger picture’ of your community when people are public figures.

12.6.4 Focus group discussions

Focus g roup d iscussion s are group discussions where around 6 to 12 people meet to discuss health problems in detail. The discussion is led by a person known as a ‘facilitator’. Box 12.6 describes the steps to use if you want to conduct a focus group discussion.

Box 12.6 Conducting a focus group discussion

Select 6–12 participants for your focus group discussion. For the discussion of some sensitive issues, it might be necessary to lead one focus group of men only (Figure 12.7), and another of women only. For other issues, a mixed group could lead to interesting and informative discussions.
Prepare a focus group discussion guide. This is a set of questions which are used to facilitate the discussion. While the discussion is going, you can also generate more questions to ask the participants.
There should be one person who facilitates the discussion, and another person who takes notes during the discussion. If possible, it is also useful to record the discussion using a tape recorder, so that you can listen and analyse it later.

You may find it useful to use focus group discussions in the following situations:

When group interaction might produce better quality data. Interaction between the participants can stimulate richer responses, and allow new and valuable issues to emerge.
Where resources and time are limited. Focus groups can be done more quickly, and are generally less expensive than a series of in-depth interviews.

A group of men attend a focus group meeting.

In this study session, you have learnt four techniques that will help you to conduct needs assessments. You can either select one technique which best fits the aims of your needs assessment, or use a combination of more than one technique to build a more complete picture of the issues you need more information about.

Spend a few moments thinking about these four techniques. Do you feel more at home with one than another? Do you think it might be best to use more than one method with a particular health education issue?

You do not have to use all of these techniques all the time. Some work better in some situations. But it is worth practising, so that if and when you need a particular technique you have it at your finger tips.

Summary of Study Session 12

In Study Session 12, you have learned that:

Planning is the process of making thoughtful and systematic decisions about what needs to be done, how it has to be done, by whom, and with what resources.
Planning health education activities has several advantages. It enables you to prioritise problems, use your resources efficiently, avoid duplication of activities, and develop the most effective methods to solve community health problems.
Planning should be based on your local situation, and take into account all the interests and needs of the community.
A needs assessment is the usual starting point for the health planning process. There are a variety of techniques you can use for this, including observation, interviews and focus group discussions.
No matter what techniques are used to conduct your health and resource needs assessments, the basic concept is to find out more about health problems in your community, and gather information about their underlying causes.

Planning is covered in more depth in Study Session 13.

Self-Assessment Questions (SAQs) for Study Session 12

Now that you have completed this study session, you can assess how well you have achieved its Learning Outcomes by answering the following questions. Write your answers in your Study Diary and discuss them with your Tutor at the next Study Support Meeting. You can check your answers with the Notes on the Self-Assessment Questions at the end of this Module.

SAQ 12.1 (tests Learning Outcome 12.1)

What do you think are the most important elements of:

a. Health planning?
b. Health needs assessment?
a. Planning involves creative thinking. It is the process of making decisions about what needs to be done, when it will be done, where it will be done, who will do it, and with what resources. Planning is central to health education and health promotion activities.
b. Needs assessment is the process of identifying and understanding the health problems in your community, and their possible causes. This is used to analyse problems and set priorities for intervention.

SAQ 12.2 (tests Learning Outcomes 12.1, 12.2 and 12.3)

Which of the following statements about planning health education activities are false ? In each case, explain what is incorrect.

A Planning should be rigid.

B Planning will create duplication of effort and activities.

C Planning should be based on the local situation.

D It is not important to consider the interests of local people when planning health education activities.

E We should not worry about the availability of resources when we plan our health education activities.

A is false because planning is not rigid. You can adjust or modify your plan at any time.

B is false, planning helps you avoid duplication of activities.

C is true because the local situation is the foundation for all planning. A plan which is not based on local facts cannot be a good plan.

D is false because engagement with the local community in health education activity is one of the core principles of planning. The interest and the needs of the community should be kept at the centre of planning.

E is false because a plan cannot be executed without sufficient resources. Resources are one of the important things that you should consider while planning health education activities.

SAQ 12.3 (tests Learning Outcome 12.4)

Below are the steps you need to go through when planning your health education activities, but they are not in the correct order. Match the steps to the numbers 1 to 6 in the order you should do them.

Needs assessment

Problem identification and prioritisation

Setting goals and objectives

Develop your strategy

Implementation

Monitoring and evaluation

Using the following two lists, match each numbered item with the correct letter.

SAQ 12.4 (tests Learning Outcomes 12.5 and 12.6)

Suppose you are asked to develop a health education plan for the community in which you are working. What are the three categories of needs assessment? What techniques might you use to conduct a health needs assessment?

Categories of needs assessment include health needs assessment, educational needs assessment, and resource needs assessment. In addition, information related to community resources and demographic characteristics should be collected during needs assessment.

Techniques of needs assessment include observation, in-depth interviews, key informant interviews and focus group discussions.

SAQ 12.5 (tests Learning Outcome 12.5)

Derartu has conducted a health needs assessment to develop her health education activity plan. She has assessed the following needs. Which category of need would you put each of these into?

a. Lack of knowledge about the benefits of latrine use.
b. Lack of skill in using insecticide-treated bed nets.
c. Having a negative attitude towards condom use.
d. Condoms are not available in the village.
e. Belief that malaria is caused by drinking dirty water.
a. Educational
b. Educational
c. Educational
d. Resources
e. Educational.

Read Case Study 12.1 about Ms Tigist again, to see how her needs assessment covered a range of issues.

SAQ 12.6 (tests Learning Outcome 12.6)

Match the correct descriptions with each of the needs assessment techniques.

Uses a checklist

Observation

Used to explore individual beliefs

In-depth interview

Used when the subject is not sensitive

Focus group discussion

Interviews with religious and other community leaders

Key informant

a. Key informant

b. In-depth interview

c. Observation

d. Focus group discussion

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Planning and Conducting Health Education for Community Members

Health education is any combination of learning experiences designed to help individuals and communities improve their environmental health literacy. The goals of health education are to increase awareness of local environmental conditions, potential exposures, and the impacts of exposures on individual and public health. Health education can also prepare community members to receive and better understand the findings of your public health work.

Some health education takes the form of shorter, one-on-one, or small group conversations with community members, state, territorial, local, and tribal (STLT) partners, and stakeholders. In the beginning of your public health work, you may need to constantly educate community members about exposure sources and exposure pathways –that is, how they may encounter harmful substances.

Later in your public health work, you may want to do a full community workshop or participate in existing community events to increase understanding about specific exposures related to the chemical of concern. Be sure to address how the harmful substance may be encountered, levels of exposure, and ways community members can prevent, reduce, or eliminate exposure. There may be other concerns that are not chemical-specific, such as environmental odors and community stress.

Health education is a professional discipline with unique graduate-level training and credentialing. Health educators are critical partners that advise in the development and implementation of health education programs. Public health work benefits from the skills that a health educator can provide. (See resource: What Is a Health Education Specialist? external icon ) If you don’t have this training, see what you can do to build your skills and improve your one-on-one and small group educational conversations. Health educators may also work with other public health professionals such as health communication specialists. Health communication specialists develop communication strategies to inform and influence individual and community decisions that enhance health.

Assess individual and community needs for health education. (See activity: Developing a Community Profile )
Ask community members about factors that directly or indirectly increase the degree of exposure to environmental contamination. Factors may include community members accessing a hazardous site or the presence of lead in house paint, soil, or water.
Develop a health education plan.
Listen for opportunities to provide health education throughout your community engagement work.

Despite nearby mines being shut down, a tribal nation continued to face risks of exposure to uranium and radon. To help the community better understand how to reduce the risk of exposure, a group of federal and tribal agencies developed a uranium education workshop. The agencies established a vision and a set of strategies to ensure the workshop was technically-sound and culturally appropriate.

The agencies ensured that they

Offered the workshop in English and tribal languages,
Developed materials at the average US reading level for broad accessibility,
Invited all local tribal families to participate, and
Piloted the workshop with three communities before finalizing the content.

Before the first pilot workshop, the agencies sought feedback on content, tone, and complexity from community health representatives from the tribe’s department of health. The community health representatives provided many suggestions to tailor the presentation for tribal community audiences.

The workshop content was further refined after each pilot presentation. Working with local professionals and offering workshops as pilot sessions enabled the agencies to tailor content to the needs, preferences, and beliefs of local community members.

CDC’s National Center for Environmental Health (NCEH) and ATSDR have many existing materials to help educate community members about specific chemicals. ATSDR’s Toxicological Profiles and Tox FAQs provide a comprehensive summary and interpretation of available toxicological and epidemiological information on a substance. ATSDR’s Choose Safe Places for Early Care and Education Program provides a framework and practices to make sure early care and education sites are located away from chemical hazards. Consider leveraging or adapting these resources, as well as the following chemical-specific websites and interventions, when developing health education activities for your community, such as

NCEH’s Childhood Lead Poisoning Prevention Program Website
ATSDR’s soilSHOP Toolkit —A toolkit to help people learn if their soil is contaminated with lead
ATSDR’s Don’t Mess with Mercury — Mercury spill prevention materials for schools

Per-and Polyfluoroalkyl Substances (PFAS):

ATSDR’s PFAS Website

As noted above there may be other concerns that are not chemical-specific, such as environmental odors and community stress. Some helpful resources to address these concerns can be found here:

ATSDR Environmental Odors
ATSDR Community Stress Resource Center

Develop health education materials that are culturally appropriate, with community input.

Be aware that your health education messages may be received by the community differently than you intend. Consider testing your messages with community counterparts before you use them widely. Be aware of community beliefs about health and the environment, so that you can develop culturally appropriate health education materials. Your awareness will help you design, plan, and implement activities that are protective of health and respectful of community beliefs. (See callout box: Cultural Awareness )

Avoid stigmatizing (devaluing) communities living in “contaminated” areas [ ATSDR 2020 ].

CDC Learning Connection (CDC). A source for information about public health training.
Characteristics of an Effective Health Education Curriculum (CDC). A list of characteristics that you can use to develop an effective health education curriculum.
Community Environmental Health Education Presentations (ATSDR). A collection of presentations designed for health educators to use in face-to-face sessions with community members to increase environmental health literacy.
Promoting Environmental Health in Communities (ATSDR). A guide that includes talking points, PowerPoint presentations, and covers the basic concepts of the environment, toxicology, and health.
What is a Health Education Specialist? external icon (Society for Public Health Education – SOPHE): A description of a health education specialist including areas of responsibility and competency.

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CDC is not responsible for Section 508 compliance (accessibility) on other federal or private website.

CURRICULUM, INSTRUCTION, AND PEDAGOGY article

Teaching health education through the development of student centered video assignment.

$\nHeather Wallace$

Public Health Department, Grand Valley State University, Grand Rapids, MI, United States

Background and Rationale: Multimedia Technology and Higher Education Pedagogy in Public Health and Health Science

Pedagogical Framework and Principles: Student Created Videos in Problem Based Learning

Principles and Competencies in Health Education and Promotion

Table 1 . CEPH competencies used in course and assignment development.

Learning Environment

Video Creation Assignment

Setting and Participants

Table 2 . Student responses to the TED-Ed student-centered video assignment.

Recommendations for Educators

Instructor Reflection on Evaluation of the Assignment

Ethics Statement

Author Contributions

Grand Valley State University will cover the open access publication fee.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpubh.2019.00312/full#supplementary-material

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6. Hsin W, Cigas J. Short videos improve student learning in online education. J Comput Sci Coll. (2012) 28:253–9.

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8. Reeves T, Caglayan E, Torr R. Don't shoot! understanding students' experiences of video-based learning and assessment in the arts. Video J Educ Pedag. (2017) 2:1–13. doi: 10.1186/s40990-016-0011-2

9. Frydenberg M. Principles and pedagogy: the two P's of podcasting in the information technology classroom. J Inform Syst Educ. (2008) 6:5.

10. Armstrong G, Tucker J, Massad V. Achieving learning goals with student-created podcasts. Decis Sci J Innov Educ. (2009) 7:149–54. doi: 10.1111/j.1540-4609.2008.00209.x

11. Dolmans D, De Grave W, Wolfhagen I, van der Vleuten C. Problem-based learning: future challenges for educational practice and research. Med Educ. (2005) 39:732–41. doi: 10.1111/j.1365-2929.2005.02205.x

12. Oja K. Using problem-based learning in the clinical setting to improve nursing students' critical thinking: an evidence review. J Nurs Educ. (2010) 50:145–51. doi: 10.3928/01484834-20101230-10

13. Hmelo-Silver C, Barrows H. Facilitating collaborative knowledge building. Cogn Instruct. (2008) 26:48–94. doi: 10.1080/07370000701798495

14. Core Competencies for Public Health Professionals. Phf.org. (2019). Available online at: http://www.phf.org/programs/corecompetencies/Pages/Core_Competencies_Domains.aspx

15. Marrow D. Can you tell CR ** P from Crayons? Evaluating information sources from research projects presentation. In: Presentation presented at 2016 Grand Valley State University (Grand Rapids, MI).

16. TEDEd. Making a TED-Ed Lesson: Creative Process . Ed.ted.com (2019). Available online at: https://ed.ted.com/lessons/making-a-ted-ed-lesson-creative-process

17. School of Future High School. Guidelines for Developing Juicy Discussion Questions . Edutopia.org (2011). Available online at: https://www.edutopia.org/pdfs/stw/edutopia-stw-assessment-high-sch-humanities-discussion-questions-guide.pdf

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Keywords: health education, pedagogy, undergraduate education, multimedia, public health competencies

Citation: Wallace H and VanderMolen J (2019) Teaching Health Education Through the Development of Student Centered Video Assignment. Front. Public Health 7:312. doi: 10.3389/fpubh.2019.00312

Received: 04 May 2019; Accepted: 14 October 2019; Published: 01 November 2019.

Reviewed by:

Copyright © 2019 Wallace and VanderMolen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Heather Wallace, wallaceh@gvsu.edu

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

Turn Your Curiosity Into Discovery

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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Our commitment to delivering trustworthy and engaging content is at the heart of what we do. Each fact on our site is contributed by real users like you, bringing a wealth of diverse insights and information. To ensure the highest standards of accuracy and reliability, our dedicated editors meticulously review each submission. This process guarantees that the facts we share are not only fascinating but also credible. Trust in our commitment to quality and authenticity as you explore and learn with us.

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Health Education

School-based health education helps adolescents acquire functional health knowledge, strengthen attitudes and beliefs, and practice skills needed to adopt and maintain healthy behaviors throughout their lives.

Classroom image with a teacher and students

Schools can play a critical role in reducing adolescent health risks through the delivery of effective health education. 1-3

The specific content and skills addressed in health education, including sexual health and other related topic areas (e.g., violence prevention, mental and emotional health, food and nutrition), are commonly organized into a course of study or program and often summarized in a curriculum framework.

Health education curriculum should include:

A set of intended learning outcomes or objectives that directly relate to students’ acquisition of health-related knowledge, attitudes, and skills.

A planned progression of developmentally appropriate lessons or learning experiences that lead to achieving health objectives.

Continuity between lessons or learning experiences that clearly reinforce the adoption and maintenance of specific health-enhancing behaviors.

Content or materials that correspond with the sequence of learning events and help teachers and students meet the learning objectives.

Assessment strategies to determine if students have achieved the desired learning.

Health education is effective at addressing adolescent behaviors

Youth behaviors and experiences set the stage for adult health. 1-3 In particular, health behaviors and experiences related to early sexual initiation, violence, and substance use are consistently linked to poor grades and test scores and lower educational attainment. 4-7 In turn, providing health education as early as possible can help youth to develop positive well-being, academic success, and healthy outcomes into adulthood.

Health education tends to be more effective when it is taught by qualified teachers, connects students to health services, engages parents and community partners, and fosters positive relationships between adolescents and adults who are important to them.

Research suggests that well-designed and well-implemented school health programs can influence multiple health outcomes, including reducing sexual risk behaviors related to HIV, sexually transmitted diseases (STDs) and unintended pregnancy, decreasing substance and tobacco use, and improving academic performance. 8-10

Schools can promote safe and supportive environments by improving students’ connections to schools and increasing the support they receive from parents.

See CDC’s Characteristics of an Effective Health Education Curriculum to learn more about research on effective curricula in school health education.

Standards for Health Education

Health education standards are designed to establish, promote, and support health-enhancing behaviors for students in all grade levels. 11 These learning standards have been updated or are currently being revised by multiple professional organizations in school health. Versions of these standards are available here and here .

Sexual health is a critical component of health education

School-based sexual health education provides youth with the knowledge and skills they need to protect their health and become successful learners. Increasing the number of schools that provide health education on key health risks facing youth, including HIV, STDs and unintended pregnancy, is a critical health objective for improving our nation’s health. 12

National Sex Education Standards

A female student talking with a school counselor

The National Sex Education Standards outline foundational knowledge and skills students need to navigate sexual development and grow into sexually healthy adults. The standards are designed to help schools focus on what is most essential for students to learn by the end of a grade level or grade span and can be used to create lessons and curricula with aligned learning objectives. 13

Learn more about CDC's program guidance for school-based HIV/STD prevention.

Access CDC resources to support health education teaching and learning.

Develop, revise, and evaluate health education curriclua using CDC's Health Education Curriculum Analysis Tool (HECAT).

Eisen M, Pallitto C, Bradner C, Bolshun N. Teen Risk-Taking: Promising Prevention Programs and Approaches . Washington, DC: Urban Institute; 2000.
Lohrmann DK, Wooley SF. Comprehensive School Health Education. In: Marx E, Wooley S, Northrop D, editors. Health Is Academic: A Guide to Coordinated School Health Programs. New York: Teachers College Press; 1998:43–45.
Nation M, Crusto C, Wandersman A, Kumpfer KL, Seybolt D, Morrissey-Kane, E, Davino K. What works: principles of effective prevention programs . American Psychologist 2003;58(6/7):449–456.
Centers for Disease Control and Prevention. School Health Profiles 2018: Characteristics of Health Programs Among Secondary Schools . Atlanta: Centers for Disease Control and Prevention; 2019.
Rasberry CN, Tiu GF, Kann L, et al. Health-Related Behaviors and Academic Achievement Among High School Students— United States, 2015 . MMWR Morb Mortal Wkly Rep 2017 ;66:921–927
Basch CE. Healthier students are better learners: high-quality, strategically planned, and effectively coordinated school health programs must be a fundamental mission of schools to help close the achievement gap . J Sch Health . 2011 Oct;81(10):650-62.
Murray NG, Low BJ, Hollis C, Cross AW, Davis SM. Coordinated school health programs and academic achievement: A systematic review of the literature . J Sch Health 2007;77:589-600.
Kirby D, Coyle K, Alton F, Rolleri L, Robin L. Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs . Scotts Valley, CA: ETR Associates; 2011.
U.S. Department of Health and Human Services. Preventing Tobacco Use Among Young People–An Update: A Report of the Surgeon General . Atlanta (GA): U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, 2011: 6-22–6-45.
Centers for Disease Control and Prevention. Youth Risk Behavior Survey: Data Summary & Trends Report: 2009-2019 . Atlanta: Centers for Disease Control and Prevention; 2020.
Centers for Disease Control and Prevention. Health Education Curriculum Analysis Tool , 2021, Atlanta, GA: CDC; 2021.
United States Department of Health and Human Services. HP 2020 Topics and Objectives: Early and Middle Childhood . Healthy People website. Accessed February 2021.
Future of Sex Education Initiative. (2020). National Sexuality Education Standards: Core Content and Skills, K-12 .

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Health Lessons
4. 5. TED-Ed lessons on the subject Health. TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.
Teachers Toolbox Health Education
Educating Students for a Lifetime of Physical Activity: Enhancing Mindfulness, Motivation, and Meaning. September 2017. Strategies: A journal for Physical and Sport Educators. Become a Champion for Healthy, Active Schools. March / April 2019. Girls in Action: Fostering Relatedness in and beyond Physical and Health Education. July / August 2018.
- KidsHealth in the Classroom
KidsHealth in the Classroom offers educators free health-related lesson plans for PreK through 12th grade. Each Teacher's Guide includes discussion questions, classroom activities and extensions, printable handouts, and quizzes and answer keys — all aligned to National Health Education Standards. These explain the basics about health ...
Teaching Health Education Through the Development of Student Centered
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 ...
PDF Health education: theoretical concepts, effective strategies education
reviews health education theories and definitions, identifies the components of evidence-based health education and outlines the abilities necessary to engage in effective practice. Much has been written over the years about the relationship and overlap between health education, health promotion and other concepts, such as health literacy.
PDF A Guide for Health Education Teacher Preparation Programs in
This Guide provides a series of lessons for use by instructors in Institutions of Higher Education (IHE) who are responsible for professional teacher preparation programs in health education, and in pre-service courses that focus on improving health education curriculum selection and instruction.
Characteristics of Effective Health Education Curricula
Characteristics of an Effective Health Education Curriculum. Today's state-of-the-art health education curricula reflect the growing body of research that emphasizes: Teaching functional health information (essential knowledge). Shaping personal values and beliefs that support healthy behaviors. Shaping group norms that value a healthy lifestyle.
PDF Lesson 6: Using the HECAT to Develop Effective Health Education Unit Plans
Step 2: Determine the Healthy Behavior Outcomes (HBOs) for the unit . (continued) Select HBOs that are aligned with the school district's curriculum or plan of study. Select HBOs that are developmentally appropriate for students. (E.g., 8th grade). Be realistic about how much time is available to teach the unit.
Health Education
Readers will learn about the nature of health, health education, health promotion and related concepts. This will help to understand the social, psychological and physical components of health. ... Anything missing can easily be added by the instructor and used as a discussion or research assignment for the students.
Health And Physical Education
Manage Classes & Assignments. Sync with Google Classroom. Create Lessons. Customized Dashboard. Find health and physical education supplementary teaching resources for all ages. Discover videos, games, and activities aligned to state and national standards.
Case Library
The Harvard Chan Case Library is a collection of teaching cases with a public health focus, written by Harvard Chan faculty, case writers, and students, or in collaboration with other institutions and initiatives. Use the filters at right to search the case library by subject, geography, health condition, and representation of diversity and identity to find cases to fit your teaching needs.
Health Education Resources for Students and Professionals
Once a health educator accepts the assignment, they go to the client organization to introduce themselves and find out just what their expected role and duties will be while they are working on that assignment. ... A health education association is full of fellow health educators; they may work for the government, for a non-profit, or in a ...
Health Education, Advocacy and Community Mobilisation ...
Health Education, Advocacy and Community Mobilisation Module: 12. Planning Health Education Programmes: 1 Study Session 12 Planning Health Education Programmes: 1 Introduction. Careful planning is essential to the success of all health education activities. This study session is the first of two sessions that will help you to learn about ways ...
PDF Appendix 7: Understanding Health Education Assessment
It is important to consider the depth and extent to which student assessment is included when appraising a health education curriculum. 1 The Joint Committee on National Health Education Standards. National Health Education Standards: Achieving Excellence (2nd Edition). Atlanta, GA: American Cancer Society; 2007. APX-26. 2021 HECAT: Appendix 7.
Planning and Conducting Health Education for Community Members
A collection of presentations designed for health educators to use in face-to-face sessions with community members to increase environmental health literacy. Promoting Environmental Health in Communities (ATSDR). A guide that includes talking points, PowerPoint presentations, and covers the basic concepts of the environment, toxicology, and health.
Health policy and economics: What medical students should know
The free online education module " Introducing Health Care Policy and Economics " is one of 13 modules released as part of the Health Systems Science Learning Series, a popular set of educational modules available at no cost, that prepare future physicians and health care professionals to successfully work within health systems.
Teaching critical thinking in nutritional sciences: a model course and
Summative Assessment: the Nutrition and Health Claim Assignment. The nutrition and health claim assignment blends both project- and case-based learning (14, 18). Completion of the nutrition and health claim assignment is scaffolded across the course and broken down into three subcomponents: a bibliography assignment, a poster presentation, and ...
Elektrostal Map
Elektrostal is a city in Moscow Oblast, Russia, located 58 kilometers east of Moscow. Elektrostal has about 158,000 residents. Mapcarta, the open map.
Frontiers
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 ...
Health Becomes a Festival
Moscow's inaugural festival aimed at promoting a healthy lifestyle among the city's residents is to take place in Park Krasnaya Presnya over the weekend of May 18 and 19. The festival "Zdorovaya ...
PDF Using HECAT Online to Develop a Scope and Sequence for Health Education
The HECAT Online can also be used to inform the development of a scope and sequence for a single health topic or grade span, or for comprehensive health education across multiple health topics and grades pre-K through 12. In HECAT Online, users can begin developing a scope and sequence for health education by pressing the NEW PROJECT button to ...
Firefighter Type 2 (Crewmember)
Firefighter Type 1 (FFT1) Helicopter Crewmember (HECM) Incident Commander Type 3 (ICT3) Incident Commander Type 4 (ICT4) Incident Commander Type 5 (ICT5) Intermediate Faller (FAL2) Operations Section Chief Type 3, Wildland Fire (OPS3) Prescribed Fire Burn Boss Type 1 (RXB1) Prescribed Fire Burn Boss Type 2 (RXB2)
40 Facts About Elektrostal
In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is ...
Approach to Health Education
Beyond sexual health education, broader school health programs can help students adopt lifelong attitudes and behaviors that support their health and wellbeing - including behaviors that can reduce their risk for substance use, experiencing violence, and poor mental health. 1-3. CDC provides program guidance on how to increase student access to health education by encouraging schools to:
Moscow
Moscow, city, capital of Russia, located in the far western part of the country.Since it was first mentioned in the chronicles of 1147, Moscow has played a vital role in Russian history. It became the capital of Muscovy (the Grand Principality of Moscow) in the late 13th century; hence, the people of Moscow are known as Muscovites.Today Moscow is not only the political centre of Russia but ...
Health Education
Health education is effective at addressing adolescent behaviors. Youth behaviors and experiences set the stage for adult health. 1-3 In particular, health behaviors and experiences related to early sexual initiation, violence, and substance use are consistently linked to poor grades and test scores and lower educational attainment. 4-7 In turn, providing health education as early as possible ...