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

This international handbook brings together researchers and teachers from 25 countries of the five continents to share their experiences of teaching health promotion in undergraduate and graduate courses related to different health professions. Chapter authors share teaching methodologies used in classes, discuss the competencies students need to learn and indicate research opportunities. Readers will be provided with real-world examples of empowering, participatory, holistic, intersectoral, equitable and sustainable teaching/learning strategies that aim to improve health and reduce health inequities. This handbook was edited by an editorial board formed by 12 members of the International Union for Health Promotion and Education (IUHPE) from seven countries – Brazil, Belgium, Canada, Israel, New Zealand, Taiwan and UK –, and includes 45 chapters organized in seven thematic sections, each one dedicated to a different aspect of the process of teaching and learning health promotion: The health promotion curriculum Making health promotion relevant to practice Pedagogies for health promotion Special topics for health promotion Health promotion assessment and quality assurance Health promotion as a transformational practice Students’ reflections The International Handbook of Teaching and Learning in Health Promotion: Practices and Reflections from Around the World aims to encourage a dialogue between teaching and learning practices carried out locally and the possibilities of replicating these experiences globally, recognizing cultural differences and similarities. This handbook is intended for a wide range of readers, including education and training providers, health professionals and health care students. Due to its intersectoral and interdisciplinary approach, it will also be of interest to teachers and students in other fields of the Social Sciences, such as Urban Planning, Social Work, Public Policy, International Relations and Population Studies. 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 How did the idea for this book come about? Who are the handbook’s editors?Between 7 and 11 April 2019, the 24th World Health Promotion Conference, organized by the International Union for Health Promotion and Education (IUHPE), was held in Rotorua in New Zealand. The theme of the Conference was "WAIORA: Promoting Planetary Health and Sustainable Development for All." The theme called for reflection on the methods, the content, and the competencies on how to teach and learn health promotion in the scope of higher education institutions, as it is a contemporary theme that requires analysis of how we have been conducting health promotion topics in our universities.In this sense, a group of Brazilian colleagues submitted to the Conference's Scientific Committee an abstract for a workshop called "Let's share how we teach health promotion to undergraduates?" which was accepted by the Scientific Committee into the Conference Program. The intention was to open a dialogue with university lecturers from different countries (1) to share what teaching methodologies we university lecturers use in our undergraduate health promotion classes; (2) to discuss which competencies in health promotion we seek to achieve as a result of our teaching-learning processes; and (3) to produce a brief report that makes it possibleto indicate research opportunities in the field of teaching-learning processes in health promotion for undergraduate students.