Health Education

IV Congreso Internacional de transdisciplinariedad, complejidad y ecoformación

by Alvaro Augusto Schmidt Neto

The Integration of Social Media into Courses: A Literature Review and Case Study from Experiences at Tufts University School of Medicine

by Lisa Gualtieri

In press. Co-authored with Gillian Javetski and Helen Corless

What are the benefits and drawbacks of integrating social media into higher education and, specifically, graduate... more What are the benefits and drawbacks of integrating social media into higher education and, specifically, graduate medical and health education? In order to explore the answer to this question we conducted a literature search and introduced social media into a course at Tufts University School of Medicine. We report on student surveys that were designed to uncover students’ expectations for, knowledge of, and comfort with social media. Student feedback was overwhelmingly positive when asked about the benefits to learning about social media in an academic setting, which was one of the key questions we sought to answer. We also provide an assessment of social media’s potential from the perspectives of students, faculty, administrators, and people outside the institution.

Quel sujet pour l'éducation en santé?. Les apports de Michel Foucault pour les interventions éducatives en santé publique

by Klein Alexandre

Health information and technology: a transdisciplinary teaching and learning model

by Ivan Ricarte

Co-authored with Maria Cristiane Barbosa Galvão and Aline Priscila Daura. Published in Perspectivas em Ciência da Informação, 2011. In Portuguese.

The present research focused on the question of how professionals from the field of information and from the field of... more The present research focused on the question of how professionals from the field of information and from the field of technology can be prepared to deal with health related problems, taking into account the basic concepts of technology, information, and health; the observation of curricular proposals; the analysis of health-related software and hardware; and the critical analysis of current literature. As the initial hypothesis, a transdisciplinary teaching and learning model was proposed considering four aspects: interaction among lecturers and students from different fields of knowledge; integration between the external context with the context from the educational institution; institutional conditions; and systematization of a teaching and learning project. To analyze this hypothesis, a qualitative method, the action-research, was adopted during one year in the offer of two courses, with 60 hours each, and the participation of 35 students. The proposed model was adequate to teach and learn technology and information in health, and emphasized relevant parameters to be considered in transdisciplinary educational contexts, such as linguistic competence, conceptual harmonization, ethical standards, the language of selected texts, and the relation between problems is discussed in the educational and external contexts.

Nic Gabhainn, S., O’Higgins, S. & Barry, M. (2010). The implementation of Social, Personal and Health Education in Ireland. Health Education, 110(6), 452-470

by Saoirse Nic Gabhainn

2011 Getting to the Heart of the Matter: Health, Well-being and ESD.

by Cresantia (Frances) Koya Vaka'uta

Invited presentation at Health Promoting Schools Symposium, Linking Health Promoting Schools to Equitable and... more Invited presentation at Health Promoting Schools Symposium, Linking Health Promoting Schools to Equitable and Sustainable Education: Providing Educational Excellence in the 21st Century”, Tanoa Plaza, Suva Fiji. October 20 – 21, 2011. Jointly organized by Ministry of Education, Ministry of Health and WHO.

L'EDUCATION EN SANTE AU SECOURS DES SCIENCES DE L'EDUCATION: PREMISSES A UN ESSAI D'EPISTEMOLOGIE CROISEE

by Klein Alexandre

Scenes from A Virtual Europe

by Andy Pulman

Barriers to a Virtual Europe

by Andy Pulman

Paper presented at ECEL 2009: The 8th European Conference on e-Learning, 29-30 October 2009, Bari, Italy, pp. 466-472.

In order to prepare healthcare students to be culturally competent and proficient within a diverse health care... more In order to prepare healthcare students to be culturally competent and proficient within a diverse health care environment a curriculum is required that offers opportunities with a cultural perspective or experience. However, although the need for health professionals to address issues of diversity and culture are clear (French 1992), there is limited information on strategies that ensure successful integration of cultural awareness in practice or how it should be taught within an educational setting (Campinha-Bacote 1999). The three year Virtual Europe project was part-funded by the Consortium of Institutes of Higher Education in Health and Rehabilitation in Europe. It is a web-based European community (Pulman 2008) from which health education scenarios may be accessed for learning and teaching purposes. Featuring a map allowing access to country specific resources, it is populated with different cultural case studies allowing contrasts between cultures to be examined. Virtual Europe builds on the conceptual model of the UK web-based learning resource Wessex Bay (Pulman et al. 2009) and applies it to an international framework. The Wessex Bay simulated community having already been successfully utilised within the Interprofessional Education curriculum at The School of Health & Social Care in Bournemouth University. At the conclusion of the Virtual Europe project, this paper offers a unique viewpoint on the benefits and limitations surrounding the development and pilot of a European health based simulated community. It discusses how the project has not successfully achieved its targeted objectives and reflects on the barriers which stopped the project from being successfully utilised within European health education curriculums. It contrasts the lessons learned from work on the Wessex Bay virtual community (Scammell et al. 2008) with its international counterpart and offers some suggestions on the practicalities of working on future interprofessional, intercultural e-learning projects.

On the Road to Virtual Europe - Redux

by Andy Pulman

Virtual Europe is a web-based European community from which health education scenarios may be accessed for learning... more Virtual Europe is a web-based European community from which health education scenarios may be accessed for learning and teaching purposes. Featuring a map giving access to country specific resources, it is populated with different cultural case studies allowing contrasts between cultures to be examined. For example, a student could evaluate the differences between UK, Belgium and Dutch approaches to the care of a patient in a particular situation. The project is initially funded by the Consortium of Institutes of Higher Education in Health and Rehabilitation In Europe (Cohehre).

This paper offers a unique view on the benefits and limitations surrounding the development and implementation of a European health based virtual community. How will it facilitate the elimination of barriers for international mobility of students and staff? How easy is it to integrate into differing European health curricula? How does it compare to the experiences offered by new virtual environments?

During the first year, the pilot version of Virtual Europe was created incorporating cardiac and burns case studies. During the second year of the project, the aim is to refine the pilot and incorporate further case studies. During the third year of the project, Virtual Europe will be utilised within partner institutions as a learning and teaching tool. The project team are working to evaluate the user-friendliness of the system on an on-going basis encouraging feedback from the students and academics that will use it. Tutorials will be used to evaluate how successfully lecturers are able to utilise and integrate it within their curriculum. Evaluation will be iterative and formative, with feedback used to identify potential changes that will be incorporated into subsequent pilots, group sessions and system enhancements.

The paper presents a cogent and stimulating analysis of an e-Learning virtual health education project which is interprofessional in outlook;

Coal An Impure Fuel Source: Radiation Effects of Coal-fired Power Plants in Turkey

by Prof.Dr. İbrahim USLU

Hacettepe Journal of Biology and Chemistry volume 38 Issue 4 pp 259-268 2010
ibrahim Uslu, F. Gökmeşe

Turkish coal is generally poor quality and the levels of chemical and radiological toxic trace elements in it are... more Turkish coal is generally poor quality and the levels of chemical and radiological toxic trace elements in it are higher with respect to mean values of activity concentrations given in United Nations Scientific Committee on the Effects of Atomic Radiation (UNSCEAR) Report. The main pathways through which the population living around soal-fired power plant (CFPP) is exposed to natural radionuclides are external and internal (ingestion and inhalation) dose and fly ash particles are the major component of the risk. It is estimated that the people working or living near the CFPP in Turkey receive a dose in between 0.1 mSv to 1 mSv extra from CFPP because nearly all the region of Turkey uranium (U) and thorium (Th) content in the coal are higher than 5 ppm to 7 ppm and around 25 ppm to 40 ppm respectively. Continuous monitoring is essential to determine occupational exposure levels in all stages of the coal fuel-cycle and proper measures should be taken to prevent direct contact of the ash pile with the top soil and local drainage systems.

Radiological Considerations in Nuclear Ship Visits

by Prof.Dr. İbrahim USLU

Turkish Journal of Nuclear Science 16(1989) pp:43-51
ibrahim Uslu, G.G. Yülek. G. Aksu
keywords: nuclear ship radiological consideration

In this study radiological aspects of nuclear ships has been reviewed and the results of some measurements of early... more In this study radiological aspects of nuclear ships has been reviewed and the results of some measurements of early warning system stations and radionuclide concentration in sea water have been given and discussed from the data during one of the nuclear ship visit of a Turkish Port.

Radiaoctivity in Cigarette

by Prof.Dr. İbrahim USLU

Turkish Journal of nuclear Sciences Volume 25 no:2 pp 1998
ibrahim Uslu, E. Tanker, M.L. Aksu

Cigarette is known to be hazardous to health due to nicotine and tar it contains. This is indicated on cigarette... more Cigarette is known to be hazardous to health due to nicotine and tar it contains. This is indicated on cigarette packets by health warnings. However there is less known hazard of smoking due to intake of radioactive compounds by inhalation. This study dwells upon the radioactive hazard of smoking.

Análisis de las preconcepciones de alumnos de Bachillerato frente al tabaco

by José Ramón Vallejo Villalobos

Autores: Vallejo Villalobos, José Ramón; Carrasco Ramos, María Consuelo y Torralba Gómez, Jaime.

Apuntes de Salud Pública. Vol. II; nº17 (Abril 1998). Edita: A.A.M.S.P. con la colaboración de la Dirección Xeral de Saúde Pública y la Consellería de Sanidade e Servicios Sociais. Santiago de Compostela. ISSN: 1134-055X. Número de páginas: 4 (pp. 19-22).

Educación para la salud y obesidad en un centro escolar de Badajoz

by José Ramón Vallejo Villalobos

Autor/es: Vallejo Villalobos, José Ramón; Calaco Albero, Alberto; Peral Pacheco, Diego y Altimiras Roset, Jacinto.

Revista: Gazeta de Antropología, 2009. Volumen: Nº 25 Texto 25-31.
ISSN: 0214-7564.

I Will Never Smoke! Results of Anti-tobacco Teaching and Intervention in Schools in Nepal.

by Sami Kivelä

Kainulainen, Sakari & Kivelä, Sami (eds.) 2012. I Will Never Smoke! Results of Anti-tobacco Teaching and Intervention in Schools in Nepal. Diakonia-ammattikorkeakoulun julkaisuja B Raportteja 51. Banepa: Rojan Printing Press.

Tobacco use is a major risk factor behind non-communicable diseases and premature deaths. Health education is one way... more Tobacco use is a major risk factor behind non-communicable diseases and premature deaths. Health education is one way to decrease the prevalence of non-communicable diseases, and school-level interventions have yielded promising results in various countries. Health Education and Tobacco Intervention Program (HETIP) has been carried out in Nepal in 2001–2012. The nationwide project has reached hundreds of public schools and hundreds of thousands of people in two thirds of all the 75 districts in Nepal. It has been organized by Scheer Memorial Hospital of Seventh-day Adventists in Banepa, Kavre, with the help of ETRA Association in Finland. The project has been largely funded by the Ministry for Foreign Affairs in Finland. The present publication discusses tobacco use in Nepal and evaluates the outcome of the project.

After the introduction by Sami Kivelä the first article written by Heikki Hiilamo presents the strategies of the global tobacco industry and key measures and challenges for tobacco control in Nepal. The second article by Radha Devi Bangdel gives an overview of the health situation in Nepal and recent developments in health policy. Aune Greggas then reveals the history, context and statistics of the Health Education and Tobacco Intervention Program, followed by Sundar Thapa’s article on the actual implementation and working methods of the program. The concluding two articles present the project evaluation carried out by Sami Kivelä and Sakari Kainulainen at Diaconia University of Applied Sciences in Finland. The evaluation consists of qualitative and quantitative data.

An intensive course for higher education students was held in Nepal in 2011 as a means for project evaluation. Over 30 Nepalese community schools were visited in the Central Development Region, and extensive data were collected by an international team of researchers and assistants, to be supplemented with later data from the Terai region. A VIP seminar was held in 2012 to enhance the capacity of policy makers in tobacco control.

The results show that the HETIP intervention has succeeded as a preventive tool and in helping to give up the use of tobacco. Secondary school students as well as staff members have often found the program personally beneficial. Furthermore, it has created positive attitudes in the community and in some cases shaped the curriculum. It may be worthwhile to consider separate anti-tobacco programs for male and female students in the future. As such the HETIP program has been competent and efficient in complementing the promotive and preventive health education given by various interest groups in Nepal.

Constructing Non-smoking Areas for School Children

by Sami Kivelä

In: Kainulainen, Sakari & Kivelä, Sami (eds.) 2012. I Will Never Smoke! Results of Anti-tobacco Teaching and Intervention in Schools in Nepal. Diakonia-ammattikorkeakoulun julkaisuja B Raportteja 51. Banepa: Rojan Printing Press.

Evaluating an Anti-tobacco Intervention

by Sami Kivelä

Introduction in: Kainulainen, Sakari & Kivelä, Sami (eds.) 2012. I Will Never Smoke! Results of Anti-tobacco Teaching and Intervention in Schools in Nepal. Diakonia-ammattikorkeakoulun julkaisuja B Raportteja 51. Banepa: Rojan Printing Press.

« De l’éducation du corps à l’éducation au corps : genèse et critique de l’éducation en santé », Carrefours de l’éducation, n°32, p. 25-41.

by Klein Alexandre

Health education: part or all of the PSHE and citizenship framework?

by Paul Adams

Published in Health Education

Recent alterations to the Key Stage 1 and 2 National Curriculum in England have located health education as a strand... more Recent alterations to the Key Stage 1 and 2 National Curriculum in England have located health education as a strand within a non-statutory framework of Personal, Social, Health education and Citizenship. Starting from the premise that health education should adopt a health-oriented approach, this paper finds the aforementioned health component lacking as a basis on which to operationalise primary school health education. Using medicines education as an example, a disease/risk factor-oriented programme is critiqued and an alternative, health-oriented perspective proposed. This alternative demonstrates how basing health education around every component of the personal, social and health education and citizenship framework can engender a health-oriented approach to health education at Key Stages 1 and 2. Finally, two cautionary notes are made concerning the adoption of this approach.