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 CategoryEdited book (chapter)
ERA Publisher ID3337
Book TitleInternational Handbook of Teaching and Learning in Health Promotion: Practices and Reflections from Around the World
AuthorsHickman, Amy (Author), Shelley, Karen (Author), Rutherford, Zoe (Author), Gardiner, Paul (Author), Buckley, Lisa (Author) and Lawler, Sheleigh (Author)
Page Range377-398
Chapter Number24
Number of Pages22
Year2022
PublisherSpringer
Place of PublicationCham, Switzerland
ISBN9783030960049
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.

KeywordsCore competencies; Reflexivity; Authentic assessment; Planetary health
ANZSRC Field of Research 2020390110. Medicine, nursing and health curriculum and pedagogy
420603. Health promotion
390102. Curriculum and pedagogy theory and development
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Byline AffiliationsUniversity of Queensland
School of Health and Medical Sciences
Journal TitleInternational Handbook of Teaching and Learning in Health Promotion: Practices and Reflections from Around the World
Institution of OriginUniversity of Southern Queensland
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