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, 5 J. Asara Street, vppk@rsu.lv, +37167061587
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.• characterizes the paradigm shift in pedagogy and public health in the 20th – 21st centuries; • explains the principles of adult education and evaluates methods in adult education; • assess the peculiarities of an individual's age group and the possibilities of using alternative pedagogical theories in the promotion of public health.
Skills
1.• apply appropriate didactic techniques and methods to acquire new knowledge and skills; • choose appropriate effective learning techniques in professional communication; • select and apply pedagogical methods appropriate for the client/ patient's developmental stages, their study and professional needs.
Competences
1.• develop an educational programme to promote public health; • present the prepared material and use the information obtained in the course of their professional duties.
Assessment
Individual work
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Title
|
% from total grade
|
Grade
|
|---|---|---|
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1.
Individual work |
-
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-
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|
Timely completed study course evaluation questionnaire, prepared and submitted independent works in e-studies:
1. Activity and initiative. Involvement in the conduct of classes, incl. student's insights and observations about the personal experience gained during RSU scientific conferences in the context of the results of scientific research. 2. Essay on the topic "Pedagogy in the context of the profession of a public health specialist". 3. Development of an educational program for the promotion of public health.
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Examination
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Title
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% from total grade
|
Grade
|
|---|---|---|
|
1.
Examination |
-
|
-
|
|
In case of missed lessons or non-submitted independent work - written examination (5 questions) on the relevant topic (must receive at least 10 points out of 15 possible).
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|
2.
Examination |
-
|
-
|
|
1) no class is delayed without just cause;
2) in case of justifiably delayed lesson, the topic discussed in the lesson is defended individually in agreement with the lecturer;
3) 3 independent works prepared and submitted in time.
The assessment in the study course consists of:
• activity and initiative. Impressions of RSU scientific conferences (individual work) 20%;
• essay on the topic (individual work) 20%
• presentation of the program project (pair work) 10%.
• program development and defense in the final version (pair work) 50%.
The assessment in the exam (20%+20%+10%+50%) is made up of the cumulative assessment of the works presented in the study group, submitted on time and with high quality in e-studies.
According to RSU Study Regulations I 3.9. point, class attendance is mandatory and is recorded. At the end of each lesson, the student additionally submits a worksheet filled in according to the criteria indicated in the e-environment and, if the criteria are fulfilled, receives the grade "passed".
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Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
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Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Basic guidelines for education and public health development in the 21st century. Professional competences and skills in the society of the future.
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-
Lecture
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Principles of pedagogy for promoting health literacy.
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-
Lecture
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogy in the professional activity of a public health specialist. The specificity of educational work in the context of lifelong learning.
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-
Lecture
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Development and advancement of pedagogical theories for maintaining and improving public health. Strategies for developing thinking and working with the client.
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-
Lecture
|
Modality
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Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The importance of educational work in the professional environment. Development of educational programs and materials.
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-
Lecture
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogy for the promotion of public health - research, trends, achievements in science
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-
Class/Seminar
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogical craftsmanship of public health specialist. Pedagogical ethics in professional communication and communication.
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-
Class/Seminar
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Methods for face-to face and distance learning in the public education. The digital dimension of the method. Modeling. Activation of thinking and learning skills for oneself and the client.
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-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Methods for face-to face and distance learning in the public education. The digital dimension of the method. Modeling. Activation of thinking and learning skills for oneself and the client.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
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Critical thinking strategies in working with the client. Information design, structuring, mapping.
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-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Work with professional sources of information. Analysis and evaluation of information.
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-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Work with professional sources of information. Analysis and evaluation of information.
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-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
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Topics
|
Educational activities for the promotion of public health in various target groups. Visualization. Modeling. Gamification.
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-
Class/Seminar
|
Modality
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Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Educational programme structure, goal, tasks, results to be achieved, evaluation. Development and analysis of educational programme project.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Educational programme structure, goal, tasks, results to be achieved, evaluation. Development and analysis of educational programme project.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogy for public health in practice. Presentation of the educational programme in the study group.
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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.