International Handbook of Teaching and Learning in Health Promotion: Practices and Reflections from Around the World

Preface
Acknowledgments
Contents
Chapter 1: Introduction to the International Handbook of Teaching and Learning in Health Promotion: What and for Whom Is It Intended?
What Has Been Written About “Teaching and Learning in Health Promotion”
What Is New in Our Book?
The World Changes and Demands Us to Change
References
Part I: The Health Promotion Curriculum
Chapter 2: Introduction to Part I: The Health Promotion Curriculum
References
Chapter 3: The First Undergraduate Program in Health Promotion and Prevention in Switzerland: Context, Concept, and Challenges
Introduction
Institutional and Political Context
HP Workforce in Switzerland
Professional Training in HP in Switzerland
The Undergraduate Program in HP at the ZHAW
The Major Hallmarks of the Program
Students Enrolled in the Program
Methodological Approach in the Teaching-Learning Setting of HP
Practical Training
Skills Training
Interprofessional Training
Challenges During 5 Years of Program Implementation
Form of Study
Employability
Complexity of Teaching and Learning HP
Conclusion
References
Chapter 4: The First Francophone Africa Online Master Degree Course in Health Promotion: Key Features and Perspectives
Introduction
Description of the Context
The Program
Aims and Objectives
The Target Audience
Characteristics of the Participants
Courses Involved
Theories and Methodologies Used in the Teaching-Learning Process
Duration and Frequency of Activities
Forms of Assessment
Results Achieved and Challenges Faced
Analysis
The Potential for Applicability of the Experience in Other Contexts
Conclusion
References
Chapter 5: Debates, Tensions, and Alternatives in Health Promotion Education from South-North and South-South Cooperation: The Health Promotion and Social Development Master Experience
Introduction
Three-Pronged Move: An Academic Experience Integrating Knowledge and Experiences in Health Promotion from the Southern and Northern Hemispheres
The Process Leading to the Creation of the Master iPROMS
Key Factors in the Development of the iPROMS
Structuring Axes of the Pedagogical Proposals: Three Constituent Elements That Define the Training Proposal Can Be Distinguished, Each of Them Integrating Three Structuring Axes
A Balanced Academic Collaboration Between Europe and Latin America: Diverse Disciplinary Backgrounds and Expertise on Both Sides of the Atlantic
A Virtual Teaching and Learning Modality
A Critical Orientation Toward Action and Social Change as a Basis for a New Perspective That Transforms Unequal Realities
Lessons Learned, Challenges, and Future Scenarios
Academic Training (Academic Oriented) vs. Professional Training (Practice Oriented)
Questioning Hegemonic Approaches and Confronting Teaching Models
Learning Achievements
Thinking in Terms of Community
Conclusions
References
Chapter 6: The Disappearing Contribution of Universities in the UK to Health Promotion
Background
Health Promotion in Universities in the UK
Content of Health Promotion Courses
What Is Distinctive About an Education in Health Promotion?
Is It Values That Make Health Promotion Distinctive?
What Should Be Included in an Education in Health Promotion?
Should an Education in Health Promotion Be Linked to Competencies?
Where to Now: A Curriculum for the Mid-twenty-first Century
Conclusions
References
Chapter 7: Health Promotion Teaching and Learning at the University of the Western Cape, South Africa: Thinking Global, Acting Local
Vision for Health Promotion
Institutional and Political Context of the University of the Western Cape
The Origins and Ethos of the School of Public Health
Public Health Programme
Postgraduate Programme
Short Courses
Participants
Health Promotion Modules
Health Promotion Teaching and Learning
Formative and Summative Assessment
Competency-Based Approach
Lessons Learnt
References
Chapter 8: The Health Promotion Curriculum: Evolving and Embedding Competencies in Contemporary Courses
Introduction
History of Health Promotion in Australia
Australian Health Promotion Competencies
The History of Health Promotion Learning and Teaching in Western Australia
Mapping Early Australian Competencies to Curtin Health Promotion Courses
Evolution of Curriculum
Course Overview
Course Review Process and Outcomes
Health Promotion Courses Advisory Board
Student Focus Group
Stakeholder Interviews
External Referencing of Standards
Workshops with Teaching Staff
Summary of Course Changes
Embedding and Assessing Competencies
Case Study 1: Passport to Practice
Keeping It Contemporary via Industry Links
Case Study 2: From Classroom to Health Promotion Practitioner
Background
Placement to Honours
Honours
Honours to the Workplace
Outcomes
Conclusion
References
Part II: Making Health Promotion Relevant to Practice
Chapter 9: Introduction to Part II: Making Health Promotion Relevant to Practice
References
Chapter 10: The Health Promotion Model of Social Care: Development and Application in Pedagogy for Social Care Practice
Social Care in Ireland
The Health Promotion Model of Social Care
How the Model Is Delivered in Teaching
Teaching and Learning
Pedagogical Approach
Teaching and Assessment Methods
Practice Placement
Conclusion
References
Chapter 11: Extending Student-Active Learning into Effective Practice in Global Development-Related Health Promotion
Introduction
Context
Theories and Methodologies Used in the Teaching-Learning Process
Constructive Alignment
Student-Active Learning
Achieving Constructive Alignment Within Two Modules
The Theory Module
Results Achieved and Challenges Faced
The Practice Module
Results Achieved and Challenges Faced
Coherent Outcomes Across Two Modules
Discussion
Core Competencies for HP
The Core Competencies in Health Promotion
Have We Prepared the Students for Development-Related (Health Promotion) Practice?
Conclusion
References
Chapter 12: TEIA: Intersectoral Topics and Strategies with Community Health Workers (CHWs), Education, Communication, and Health Promotion in Times of Pandemic
The Crisis We Are Experiencing: The TEIA Project in the Face of a Humanitarian Crisis
A Health Promotion Agenda with CHWs in the Context of a Pandemic
Health Promotion in Brazil: Possibilities in Primary Healthcare
Active Methodologies for Knowledge Mediation: A Dialogistic and Emancipatory Perspective
Take Care of Yourself to Take Care of Others: Promotion of the Unified Health System Workers’ Health and COVID-19
New Directions, Reflections Under Construction, and the Reformulation of Education, Communication, and Health Promotion Practices
References
Chapter 13: Professional Development in Health Promotion for Family Doctors: Using the “Entrustable Professional Activities” Approach
Vision of Health Promotion
Social and Political Context of the Experience (Participants, Professions and Courses Involved, Duration, and Frequency of Activities)
Identification and Development of Entrustable Professional Activities in Health Promotion
Theories and Methodologies Used in the Teaching-Learning Process
Forms of Evaluation Applied, Results Achieved, and Challenges Faced
Principles, Pillars, Competencies, or Approaches to Health Promotion That Based the Educational Strategy for Improving the Health Promotion Performance of Family Physicians
Transferability and Generalization of the Educational Experience
References
Part III: Innovative Pedagogies for Health Promotion
Chapter 14: Introduction to Part III: Innovative Pedagogies for Health Promotion
Chapter 15: Wikis in Micro-Communities: A Collaborative and Relational Learning Tool for Health Promotion
Introduction
Relational Pedagogy
Collaborative Learning and Wikis
The Wiki Assessment
Insights and Reflections
Teaching Perspectives
Student Perspectives
Discussion
Conclusion
References
Chapter 16: Innovative Pedagogies in a Health Promotion Specialisation: Knowledge, Practice and Research
Introduction
Context
Theories and Methodologies Used in the Teaching-Learning Process
Innovative Learning Methods
Problem-Based Learning (PBL)
Professional Practice Through Internship
Oral Presentation with Peer Feedback
Three Modules in the Health Promotion Specialisation
Foundations of Health Promotion
Results Achieved and Challenges Faced
Internship
Results Achieved and Challenges Faced
Master’s Thesis (GLODE330)
Results Achieved and Challenges Faced
Description of Two Student Examples
Case One: Health Promotion Research Focused
Case Two: Health Promotion Practice Focused
Discussion
Health Promotion Competencies as Outcome of Learning Activities in Our Modules
Leadership
Communication
Enable Change, Advocate for Health and Mediate Through Partnerships
Assessment, Planning, Implementation and Evaluation and Research
Integration of Knowledge, Skills and Competencies Across Modules
Localised or Generalisable
Conclusion
References
Chapter 17: Health Educators Love Reading: Introducing the Journal Club for Lifelong Learning
Introduction
A New Context for an Old Learning Methodology
Theories and Methodologies for a Creative Information Literacy Promotion
The Journal Club Design in a Learning Setting
A Special Setting: Bridging Knowledge with Fun, Cultural Heritage, and Traditional Food
Methods and Tools
Evaluating the Journal Club Through Learners’ Voices
Conclusions
References
Chapter 18: Teaching Clinical Skills and Health Promotion Using Clinical Simulations
References
Chapter 19: Learning Health Promotion from Skateboarders: A Community-Based Practice to Rethink the Academy Teaching Method
Introduction
Development
The Experience Context
Theories and Methodologies Used in the Teaching-Learning Process
Principles, Pillars, Competencies, and Approaches to Health Promotion
The Teaching-Learning Project: “Urbanization and Health Promotion Through the Eyes of Skateboarders”
Recognition of the Theme by the Students and Contact with the Skateboarders
The Exchange of Knowledge and Experiences Between Skateboarders and Students
On the Occupation of Urban Spaces
On the Occupation of Social Spaces
On the Perception of Health
Process Evaluation
Final Considerations
References
Chapter 20: Teaching Health Promotion in Aotearoa: A Tangata Whenua and Tangata Tiriti Perspective
Introduction
Fran’s Letter to Self
Heather’s Letter to Self
The Wero (Challenge) to the Next Generation
Mana Tangata: Leadership
Whakaute: Respect
Ako: To Learn/To Teach
Whakawhanaungatanga: Manaaki-utu - Reciprocity
Pānekeneke: Vulnerability
Wairua
References
Chapter 21: Training and Participatory Research in Health Promotion Courses: Reflections and Contributions for Knowledge and Experiences
Introduction
Context of the Experience
The Methodological Path
Training and Learning Experience
Introduction, Expectations, and History of the Projects
Power and Empowerment and Paulo Freire’s Dialogue Methodology
Community-Based Participatory Research Model
Partnership Indicators, Participatory Assessment with a Focus on Results, and Empowerment Indicators
Systematization of the Course and Assessment
Considerations About the Applicability of the Experiment
References
Chapter 22: Method and Strategies in Health Promotion Teaching-Learning: Evidence from a Networked Postgraduate Program in Northeast Brazil
Introduction
Theoretical-Methodological Frameworks for Learning and Health Promotion
The Health Promotion Module in the MPSF
The Collective Construction of the Health Promotion Concept
Final Thoughts
References
Chapter 23: Pedagogical Experiences in Teaching and Learning Health Promotion in Undergraduate Education
Introduction
Contextualizing Pedagogical Practices
Teaching-Learning Health Promotion in an Undergraduate Nursing Course Using the Circle of Health (COH)
Teaching-Learning Health Promotion in an Undergraduate Nutrition Course Using the Cycle of Learning
Teaching-Learning Health Promotion in an Undergraduate Physical Education Course Using the Team-Based Learning (TBL)
Teaching-Learning Health Promotion in an Undergraduate Collective Health Course: Practical-Theoretical Experience Based on Systematizing Programs and Initiatives
Messages for Teaching and Learning Health Promotion: Common Points and Challenges
Final Considerations
References
Chapter 24: Using Innovative Curriculum Design and Pedagogy to Create Reflective and Adaptive Health Promotion Practitioners Within the Context of a Master of Public Health Degree
History of University of Queensland’s (UQ) Health Promotion Stream: Developing a Bespoke Health Promotion Suite of Courses
Alignment with Key Competency Frameworks
UQ’s Health Promotion Stream Structured by Health Promotion Cycle and Principles
Making Health Promotion Pedagogy Distinct Trough Key Concepts That Drive Topics Across the Course Suite
Equity and Social Justice in Health Promotion
Balance of Participatory and Traditional Methodological Approaches
Focus on Developing Advocacy Skills
Research-Informed Teaching and Applied Theory to Practice
Transformative Practice Outcomes
Course Suite: Distinctive and Transformational Pedagogical Practice
Modelling Values and Principles of Modern Health Promotion
Student-Centred and Constructivist Pedagogy
Authentic Approaches to Pedagogy and Assessment
Explicitly Teaching Critical Reflection
Feedback and Feedforward
Blended Learning Approaches
A Case Study in Innovative Curriculum Development: Planetary Health Written Report (7034)
Conclusion
References
Chapter 25: Theoretical, Methodological, Mediatic, and Evaluative Challenges in the Teaching-Learning of Health Promotion: The Use of Virtual Platforms
Introduction
Context of the Experience
Structure, Objectives, Characteristics, and Profile of Participants of the Graduate Program at PUCPR
From Conception to Praxis: A 20-Year Trajectory
Succeeding Conjunctures of Social Policies and Health Services: A View to HP in the Last 20 Years
Challenges for the Valuing of HP as a Curricular Thematic Field
Theories and Methods Used in Offering the HP Course (Last Edition of 2020)
The Search for a Coherent and Consistent Framework
Principles, Pillars, Competences, and Approaches
Active/Interactive Methods We Use
Broad Conceptualization of the Evaluation Process
Learning Outcomes, Knowledge Gains, and Activation of Changes
Future Challenges to Always Be Considered
Potential for Application in Other Contexts: The Local and the Global (glo-cal): Comparable International Experiences?
References
Part IV: Special Topics for Health Promotion
Chapter 26: Introduction to Part IV: Special Topics for Health Promotion
Chapter 27: Personalized and Research-Led Teaching as Building Blocks to Success During Pandemic Times in Austria’s Higher Education Sector
Introduction
Health-Promotion Education and Training in Austria
Requirements: Flexibility and Transformation
Framework
CompHP Core Competencies Framework for Health Promotion
Outlines of a New Health Education Policy in the DACH Region (Including Germany, Austria and Switzerland)
Didactic Principles
Personalized Teaching and Learning
Interests, Motives and Goals
Professional Background, Prior Knowledge, Skills, and Competences
Potential and Interest
Learning Methods and Communication Channels
Linking Teaching and Research
Research-Led Teaching
Research-Oriented Teaching
Research-Tutored Teaching
Research-Based Teaching
Knowledge Transformation Process
Reflection
References
Chapter 28: Health Promotion and Integrative and Complementary Practices: Transversality and Competence Development in an Undergraduate Experience
Introduction
The Teaching of PICs in Brazil
Integrative and Complementary Practices in Public Health-Care Course
Contacts Among Different Medical Rationalities: Sensitivity and Cultural Competence
The PICs’ Teaching-Learning Process: Contributions from Somatic Education and Contemplative Pedagogy to Health Promotion
Final Considerations
References
Chapter 29: Teaching Suicide Prevention: Experiences from a Social-Ecological Approach
Historical Background
Crises as a Gateway to Approach Mental Health Promotion
Teaching Opportunities, Practices, and Strategies
Teaching Junior Psychology Interns
Simulation: Suicide Awareness Talk
Mock Project: Mental Health Question Box
Suicide Prevention Environmental Intervention
Skill Building
Group-Building Activities
VIA Survey
NASA Exercise: Survival on the Moon Scenario
Feedback Assessment from the Interns
Teaching Opportunities while Working with University Communities
Mental Health Awareness Lectures for Students
Skill Building: Public Speaking Workshop
Community Welcome and Networking Workshop
Psychological Advisory Services for Academic Coordinators
Situational Diagnostic
Media Coverage
Challenges and Obstacles Encountered
Challenges Related to the Internship
Challenges Encountered while Working with School Communities
References
Chapter 30: Encounters and Narratives the Insertion of Socio-Environmental Health in the Perspective of Health Promotion
Interprofessional Education in Undergraduate Health Program: Formative Context of the Experience
Encounters and Narrative Production: A Module in the Training Network
Narratives of Socio-Environmental Health
Health Promotion and Socio-Environmental Issue: Between Learnings
References
Chapter 31: Health Education in Times of Pandemic: Promoting Health Among Indigenous Populations in the Brazilian Amazon
Introduction
Territories and Indigenous Health Policy in Brazil
Mental Health in the Indigenous Context
The Bem-Viver Course and the Teaching-Learning Model
Evaluation of the Teaching-Learning Model
Conclusion
References
Chapter 32: Health Promotion and Working in/with Groups: An Experience of Interprofessional Training at UNIFESP Baixada Santista (Brazil)
Background: The Health Work
Methodology of the Teaching-Learning Process: Concepts and Experiences in Forming and Being a Group
Initial Formation and Construction of Groupality
Knowledge of Communities and Population Groups
Creating the Action Plan
Development of Group/Life Workshops and Supervision
Field Journals: Their Importance and Power in Training
Sharing Experiences and “Experience Book”
Analysis of Experience and Health Promotion
Final Considerations
References
Part V: Health Promotion Assessment and Quality Assurance
Chapter 33: Introduction to Part V: Health Promotion Assessment and Quality Assurance
Chapter 34: The IUHPE Health Promotion Accreditation System: Development and Experiences of Implementation
Developing the System
The CompHP Accreditation Framework
The IUHPE European Health Promotion Accreditation System
The IUHPE Global Health Promotion Accreditation System (https://www.iuhpe.org/index.php/en/the-accreditation-system)
Implementing the System
Goal of the System
Terms Used in the System
Operation of the System
Benefits of the System
How the System Works
Course Accreditation
Applying for Course Accreditation
Assessment and Outcome of Course Accreditation
Experiences of Accreditation and Opinions on its Benefits
Managing the Application Process
Benefits Attributed to Accreditation
Evidence of the Use and Impact of the IUHPE Core Competencies in the Context of Accreditation
Practitioner Registration
Practitioner Registration
Practitioner Re-registration
Continuing Professional Development
Conclusion
References
Chapter 35: Core Competencies for Health Promotion: Development and Experience in Pedagogy
Presenting the Competencies
Developing Health Promotion Competencies
The CompHP Project
Developing the CompHP Core Competencies
The CompHP Core Competencies Framework for Health Promotion
The IUHPE Professional Standards
Operationalising the Competencies
Evidencing the Competencies
Evidence from the Literature: Europe
Evidence from the Literature: Other Regions
Applying the Competencies: Examples from the Field
Sources of Information
Marketing Courses
Structuring Courses
Underpinning Teaching and Learning
Developing Interdisciplinary Work and Partnerships
Supporting Educational Research
Conclusion
References
Chapter 36: Brick by Brick: Building a House of Health Promotion on a Foundation of Political Science Theory
Introduction
Theory and Background
Course Design
Relationships to Health Promotion Competencies
Case Studies
Teaching Philosophy
Methods
Pre-survey
Midterm Survey
Final Survey
Assessments
Participants
Results and Discussion
Students’ Foundation in Public Health
Building a Definition of Health and Conceptualizing Social Determinants of Health
Creating a Public Health ‘Scaffolding’
Cultivating Students’ Agency in Health
Public Health Solutions
Andragogical Approach
Impact of Carrying out a Scholarship of Teaching and Learning (SoTL) Study
Conclusion
Curriculum Recommendations
Generalizability Beyond One Course
Future Directions
References
Part VI: Health Promotion as a Transformational Practice
Chapter 37: Introduction to Part VI: Health Promotion as a Transformational Practice
References
Chapter 38: The Circle of Health©: An Interactive Tool to Guide the Process of Transformative Change and Rethinking Health Promotion
Introduction
Background
The Story of the Circle of Health
Validation
Launching the Circle of Health
Dissemination
My Journey with the Circle of Health
Introducing the Circle of Health to Others
Reaching Beyond Borders: Going Online
Conclusion
References
Chapter 39: Challenging Oppression in Health Promotion and Developing an Intersectional Framework for Health Promotion in Teaching Health Promotion Through a Distance Learning Module at the Open University
Contribution
History and Context of Health Promotion in the UK
Roots of Health Promotion in Feminist Activism
Developing the ‘Promoting Health’ Module at the Open University
Incorporation Anti-oppressive Practice in Teaching Health Promotion
Developing an Intersectional Framework for Public Health and Health Promotion
Conclusion
References
Chapter 40: Teaching and Learning Health Promotion Through Social Participation, Interculturality and Popular Education
Introduction
Training of Community Researchers for the Promotion of Sexual Health in Portugal
Challenges of Intercultural Health in Mexico: Reflections from the Comprehensive Hospitals with Traditional Medicine Program
The Implementation of PHIMTs
Permanent Education Program for Community Health Agents (PEPACS) in Porto Alegre, Brazil
Final Considerations
References
Chapter 41: Community-Engaged Education in Health Promotion: Exploring Equity and Ethical Dimensions to Problem-Solving in Community
Introduction
Frameworks and Approaches
Background
Setting and Context
Overview
Questions Arising
Ethical Considerations
The Evolution Towards Equity-Centred Design
Conclusion
References
Chapter 42: Health Promotion in the Region of the Americas: An Educational Innovation Proposal
Introduction
Context
Presentation of the Collaborative Process Features, Achievements, and Learnings
History
Participants
Current Work
Why It Is Innovative
Results
Results Related to the Structure and Organization of the Process
Offer of Health Promotion Resources
Strategies to Promote Access to Information for Different Target Audiences in Different Media
Continuity of the Collaborative Process
Documentation and Permanent Reflection on Achievements, Progress, and Difficulties
Recovery and Analysis of Emerging Information
Learnings Derived from the Early Stages of the Collective Work
Conclusions
References
Chapter 43: Sharing Paths and Converging Learning: A Consortium of Brazilian Health Promotion Graduate Programs
Introduction
Unity in Diversity: HP from the Perspective of Graduate Programs
Sharing Paths Between Graduate Programs: Interdisciplinarity on the Agenda
Converging Learning between Graduate Programs: HP Approximation and Cooperation Movements
Training “Health Promoters”
References
Part VII: Students’ Reflections
Chapter 44: Introduction to Part VII: Students’ Reflections
The Voice of Students
Special Voices from Health Promotion Students
References
Chapter 45: A Student Perspective on Learning and Doing Settings-Based Health Promotion in the Era of TikTok
Setting the Scene: Twenty-First Century Health Promotion in the UK
The Preliterate Phase: An Interdisciplinary Journey Towards Professional Literacy in the Language of Health Promotion
Theory into Practice: Adapting to Online Settings
Information Overload: Balancing Informed Practice with the Infodemic
Looking Forward: Health Promo(tion) Online and IRL
References
Chapter 46: The Impact That Learning About Health Promotion Had on Me. Embracing Health Promotion: A Puerto Rican Metamorphosis
A Homo Universalis as an Inherent Element
A Treasure That Shakes the Schemes
With the Desire of the Caterpillar to Transform and Take Flight
Embed from People’s Shoes
Entrepreneurship from the Heart
A Social Product
Team Players in Cooperation
No One-Way Communication and No One Size Fits All
Praxis with Passion, Heart, and Theoretical Foundations
Reflective Appraisals: Creative Acts of Knowledge and Learning
Learnings for the World and for Puerto Rico
References
Index