Using innovative curriculum design and pedagogy to create reflective and adaptive health promotion practitioners within the context of a master of public health degree
Edited book (chapter)
Hickman, Amy, Shelley, Karen, Rutherford, Zoe, Gardiner, Paul, Buckley, Lisa and Lawler, Sheleigh. 2022. "Using innovative curriculum design and pedagogy to create reflective and adaptive health promotion practitioners within the context of a master of public health degree." International Handbook of Teaching and Learning in Health Promotion: Practices and Reflections from Around the World. Cham, Switzerland. Springer. pp. 377-398
| Chapter Title | Using innovative curriculum design and pedagogy to create reflective and adaptive health promotion practitioners within the context of a master of public health degree |
|---|---|
| Book Chapter Category | Edited book (chapter) |
| ERA Publisher ID | 3337 |
| Book Title | International Handbook of Teaching and Learning in Health Promotion: Practices and Reflections from Around the World |
| Authors | Hickman, Amy (Author), Shelley, Karen (Author), Rutherford, Zoe (Author), Gardiner, Paul (Author), Buckley, Lisa (Author) and Lawler, Sheleigh (Author) |
| Page Range | 377-398 |
| Chapter Number | 24 |
| Number of Pages | 22 |
| Year | 2022 |
| Publisher | Springer |
| Place of Publication | Cham, Switzerland |
| ISBN | 9783030960049 |
| 9783030960056 | |
| Digital Object Identifier (DOI) | https://doi.org/10.1007/978-3-030-96005-6 |
| Web Address (URL) | https://link.springer.com/book/10.1007/978-3-030-96005-6 |
| Abstract | To meet the complex challenges of health promotion at the local, regional, and global level, we offer an example of the development of a bespoke postgraduate health promotion suite of courses (educational units offered over 13 consecutive weeks in partial fulfilment of Master of Public Health Program) at a large Australian University. Meeting the needs of a diverse student cohort together with the complexities of modern-day health promotion that include planetary health presented a unique opportunity to develop innovative curriculum design and pedagogical practices that support students to develop a range of skills to meet current challenges. We explain the history, the competencies, and the frameworks that shape the curriculum and the pedagogies we developed to support students to integrate theory into practice. Our nested approach to course design across the health promotion stream offers students an in-depth application of the health promotion cycle while drawing on evidenced-informed effective pedagogy and assessment practices that include student-centred and constructivist approaches, authentic assessment, reflexive practice, and blended learning, to enhance student engagement. Our approach is underpinned by ethical, culturally competent health promotion practice as we endeavour to nurture and instil these qualities in our health promotion graduates. |
| Keywords | Core competencies; Reflexivity; Authentic assessment; Planetary health |
| ANZSRC Field of Research 2020 | 390110. Medicine, nursing and health curriculum and pedagogy |
| 420603. Health promotion | |
| 390102. Curriculum and pedagogy theory and development | |
| Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
| Byline Affiliations | University of Queensland |
| School of Health and Medical Sciences | |
| Journal Title | International Handbook of Teaching and Learning in Health Promotion: Practices and Reflections from Around the World |
| Institution of Origin | University of Southern Queensland |
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