Veidlapa Nr. M-3 (8)
Study Course Description
Pedagogy for Public Health
Course Code
LSPA_624
Branch of Science
Educational sciences
ECTS
3.00
Target Audience
Public Health
LQF
Level 6
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Aira Aija Krūmiņa
Structure Unit Manager
Uģis Ciematnieks
Structural Unit
Department of Sports Theory
Contacts
Riga, Brivibas Drive 333, Department of Sports Theories
About Study Course
Objective
To deepen the students' understanding of the basic issues of pedagogy and public health, to develop the skills to apply the acquired knowledge in personal development and professional activity in patient/client education. To promote students' readiness to engage in the practice of modern pedagogical work and practice based educational work for the benefit of patients and society.
Preliminary Knowledge
Introduction to studies, introduction to public health and psychology.
Learning Outcomes
Knowledge
1.Describes the paradigm shift in pedagogy and public health in the 20th-21st century
Individual work and tests
Knowledge test on theoretical and practical material acquired in the study course.
2.Recognise and explain didactic principles and pedagogical working methods in public education.
Individual work and tests
Project of an educational programme to promote public health • Overruling on “Pedagogy in the context of the profession of public Health specialist”
3.Assess the needs of an individual’s ageing stages and the use of alternative pedagogy theories in promoting public health.
Individual work and tests
Development of an educational programme to promote public health • Project of an educational programme to promote public health
4.Justifies the importance of pedagogical knowledge and skills in the professional activities of a public health specialist.
Individual work and tests
Overruling on “Pedagogy in the context of the profession of public Health specialist” • Knowledge test on theoretical and practical material acquired in the study course.
Skills
1.Use appropriate didactic techniques to acquire new knowledge and skills and provide feedback.
Individual work and tests
Knowledge test on theoretical and practical material acquired in the study course.
2.Expresses and substantiates his or her opinion on the subjects of pedagogy acquired during the study course.
Individual work and tests
Independent work
3.Select and apply methods of pedagogy appropriate to the development stages of the client, their study and professional needs in practice and professional communication.
Individual work and tests
Development of an educational programme to promote public health
4.Demonstrates the ability to speak freely and reasonably in discussions.
Competences
1.Develop a purposefully structured, scientific research-based educational programme to promote public health.
Individual work and tests
Development of an educational programme to promote public health
2.The draft educational programme for promoting public health shall be presented in a reasoned manner.
Individual work and tests
Project of an educational programme to promote public health
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Independent work |
10.00% from total grade
|
10 points
|
|
Self-familiarisation with materials for lectures and classes in e-studies. ACTIVITY and INITIATIVE. Willingness to raise problems and discuss them during classes. Mandatory class attendance. Providing constructive feedback on the study course by completing its assessment questionnaire. |
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|
2.
Overruling on “Pedagogy in the context of the profession of public Health specialist” |
20.00% from total grade
|
10 points
|
|
Individually. Produce a short 3 min narrative on the transgression presented in e-studies. Base your opinion on scientific research. Encourage group members to discuss. Criteria for the assessment of overstatement: 1. The substantive relevance to the subject, the relation to the chosen profession. 2. The overruling is structured in the form of a reasoned essay (introduction, part of the arguments, conclusion). 3. The text makes a logical and sequential assessment of at least 3 statements explained in facts, figures, data from scientific studies (at least 3-5). 4. The author’s personal attitude has been expressed. 5. The work is properly designed, free from orthography, punctuation and negligence errors. |
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Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Project of an educational programme to promote public health |
20.00% from total grade
|
10 points
|
|
Develop and submit a project for an e-learning programme to promote public health (PowerPoint presentation 7-10 slides, min). |
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|
2.
Development of an educational programme to promote public health |
30.00% from total grade
|
10 points
|
|
Develop an educational - adult informal (or interest education) education programme to promote public health. The programme shall consist of: 1. Word document 5-6/7 LP.); criteria: – the content of the programme corresponds to the specific nature of the chosen profession, – the structural compliance of the programme with the conditions and plan, without errors of orthography, punctuation and formatting; – at least 10 different, up-to-date sources of information, results of scientific research have been used; 2. Interactive methodological material (test, game, quiz, video, advertisement, etc.) for demonstration in the study group; 3. Information card/infographic relating to one of the themes of the programme being developed. |
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|
3.
Knowledge test on theoretical and practical material acquired in the study course. |
20.00% from total grade
|
10 points
|
|
The test (20 questions) is performed online, during class, once. |
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Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Education and public Health Development Guidelines for 21.gs.
Description
Health pedagogy, health education and health behaviour. Specific nature of educational work in the context of lifelong learning. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Professional skills and competences in a future society. Skill dynamics.
Description
Principles of pedagogical and professional ethics. N/a analysis. Discussion on the principles of pedagogical and professional ethics in communication and communication. |
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Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Pedagogy to promote health literacy.
Description
Health pedagogy and health behaviour. Health literacy levels and patterns of change |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Current developments in SV science – progress, trends, research.
Description
Task in groups. Agree on an ongoing issue/problem still outstanding in the field of public health. Develop your own “innovation” for its solution – present it. |
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Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Pedagogy in the professional activities of a public health specialist.
Description
Methods and techniques for working across target audiences according to age needs. Specific nature of educational work in the context of lifelong learning. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Pedagogical craftsmanship of public health specialist.
Description
Presentation of the judgment “Pedagogy in the context of the profession of public Health specialist”. |
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Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
The importance of educational work in the professional environment.
Description
Educational programs and didactic principles of material development. Internal logic and coherence. Scientific and evidence-based content. Practical applicability. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Modelling of the educational programme project.
Description
The design, purpose, objectives, results to be achieved. Content coherence. Timeline. Evaluation of the programme. |
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Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Strategies for developing learning and thinking.
Description
Self-guided and self-directed learning process. Principles, approaches, models for customer engagement. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Feedback in learning and teaching.
Description
Skills to reflect on your performance. The role and benefits of providing and receiving feedback in public education. Activating thinking and learning skills for yourself and the client. |
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Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Strategies for diversifying the pedagogical process.
Description
Alternative pedagogical approaches. Gamification. Visualisation. Structuring and mapping of information. Technology engagement. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Presentation of an educational programme project
Description
A draft e-studies programme (PowerPoint) for a specific target audience on a matter of public health has been developed and submitted according to criteria. The project consists of: a brief description of the program, logical justification, purpose and tasks, deliverables, insights into planned activities, attachments, list of information sources used. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Critical thinking strategies in working with the client. Information design, structuring, mapping.
Description
During the lesson, situations are modeled, real and imagined cases are analyzed, which require skills familiar with critical thinking, problem solving, etc. in the study course. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Discussion of six topics learned in lectures. Test.
Description
Students should independently prepare a short summary of each of the six lectures based on the notes made during the lectures, highlighting the most relevant concepts, their explanation and key conclusions. At the end of the lesson, an online knowledge test about what has been learned in lectures is taken. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Personalized and patient-centered approach.
Description
During the lesson, the main principles of a personalised and personalised approach to the work of a public health specialist are discussed. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Presentation and defence of the educational programme in the final version.
Description
An adult informal (or interest education) education programme for promoting public health (Word Doc) has been developed and submitted in e-studies. Interactive methodological material (test, game, quiz, video, advertisement, etc.) is presented in the study group, group members are involved, reflection is given on what has been done, 3 most valuable things are accentuated in the developed programme. |
Total ECTS (Creditpoints):
3.00
Contact hours:
32 Academic Hours
Final Examination:
Exam (Written)
Bibliography
Required Reading
1.
Upmane, A., Ozoliņa, Z., Krūmiņa, A.A., Mihailovs, I.J. (2016). Komunikācija veselības aprūpes vidē. No K. Mārtinsone un Sudraba V. (zin. red.), Veselības psiholoģija. (pp.155-169). Rīga: RSU.
2.
Fertman, Carl I., et al. (2016). Health Promotion Programs: From Theory to Practice, John Wiley & Sons, Incorporated, 2016. ISBN: ISBN number: 9781119163336
3.
Cottrell, Randall R. (2021). Principles & foundations of health promotion and education / Randall R. Cottrell, James T. Girvan, James F. McKenzie. 5th ed. San Francisco : Pearson/Benjamin Cummings, 384 lpp.
4.
Krūmiņa A.A., Mihailovs I.J., Mārtinsone K. (2016). Pacientu izglītošana. No K. Mārtinsone un V. Sudraba (zin. red.), Veselības psiholoģija. (pp.170-178). Rīga: RSU.
Additional Reading
1.
Krūmiņa, A.A., Mihailovs I.J. (2020). Izglītības organizācijas pamatjautājumi un izglītošanās iespējas Latvijā. Rīga: Drukātava, 110 lpp.
2.
Krūmiņa A.A. (2018). Dizaina domāšana pedagoģijas kontekstā. Sabiedrība, integrācija, izglītība. Starptautiskās zinātniskās konferences materiāli. – IV daļa. – Rēzekne: RA izdevniecība, 423-434.
3.
Fadels, Č., Bialika, M., Trilings, B. (2019). Četru dimensiju izglītība. Iegūts no bezmaksas mācību satura platformā SOMA.
Other Information Sources
1.
Krūmiņa A.A. (2017). Informācijas strukturēšanas un vizualizācijas loma studējošo profesionālās lietpratības attīstīšanā. RSU Zinātniskie Raksti 2015.gada sociālo zinātņu nozares pētnieciskā darba publikācijas. Pedagoģija. Tiesības, 20.-30.
2.
Bedworth, D., Albert E. Bedworth, A.E. (2010). Dictionary of Health Education, Oxford University Press USA - OSO, 2010. ProQuest Ebook Central, https ISBN: ISBN number:9780195342598,
3.
Davies, M. Concept Mapping, Mind Mapping and Argument Mapping: What are the Differences and Do They Matter? High Education.