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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 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 asUrban Planning, Social Work, Public Policy, International Relations and Population Studies.
Autorentext
Marco Akerman is a Full Professor at the Department of Politics, Management and Health in the School of Public Health - University of São Paulo, since 2014. MD (1981) and Specialist in Public Health and Social Medicine (1983) at the Federal University of Minas Gerais; Specialist in Hospital Management for the Public Sector, Fundação Getúlio Vargas (1986); Master in Planning and Financing of the Health Sector (1989) and PhD in Epidemiology and Public Health (1993), at the University of London. Researcher of CEPEDOC WHO/PAHO Collaborating Center on Healthy Cities and Health promotion since 2000; President of the São Paulo Public Health Association (2006-2007); PAHO Regional Consultant on Local Development and Health, Regional Focus Point of Social Determinants of Health (2006-2009); Regional Vice President for Latin America of the International Union for Health Promotion and Education (mandate 2010-2016); Coordinator of the WG on Health Promotion and Sustainable Development in the Brazilian Association of Collective Health - ABRASCO (2011-2016). Main research topics: policy, programs and services evaluation; social determination; intersectoriality; SDG and health promotion.
Ana Claudia Camargo Gonçalves Germani is graduated in Medicine at the ABC Region Medical School (2000). She did a Residency Course in Preventive Medicine at the University of São Paulo Medical School (FMUSP), where she also completed a Master's (2005) and doctorate (2010). She is currently a Professor at the Department of Preventive Medicine at the University of São Paulo Medical School. She has experience in health promotion, with an emphasis on reorienting health services and medical education. Her main research interests are health promotion linked to the following themes: primary health care (PHC), competencies and interdisciplinary / interprofessional education (IPE). More recently, she has also started developing research about black health equity and complementary and alternative medicine.
Inhalt
Chapter 1: Introduction to the International Handbook of Teaching and Learning in Health Promotion: What and for whom is it intended? .- Section I - The Health Promotion Curriculum.- Chapter 2: Introduction to Section I - The Health Promotion Curriculum.- Chapter 3: The First Undergraduate Program in Health Promotion and Prevention in Switzerland: Context, Concept and Challenges.- Chapter 4: The first Francophone Africa Online Master Degree Course in Health Promotion: Key Features and Perspectives.- Chapter 5: Debates, tensions and alternatives in Health Promotion Education from South-North & South-South cooperation: The Health Promotion and Social Development Master Experience.- Chapter 6: The Disappearing Contribution of Universities in the UK to Health Promotion.- Chapter 7: Health Promotion Teaching & Learning at University of the Western Cape, South Africa: Thinking Global, Acting Local.- Chapter 8: The Health Promotion Curriculum: Evolving and Embedding Competencies in Contemporary Courses.- Section II - Making Health Promotion Relevant to Practice.- Chapter 9: Introduction to Section II - Making Health Promotion Relevant to Practice.- Chapter 10: The Health Promotion Model of Social Care: Development and Application in Pedagogy for Social Care Practice.- Chapter 11: Extending Student-Active Learning into Effective Practice in Global Development-Related Health Promotion.- Chapter 12: TEIA: Intersectoral Topics and Strategies with Community Health Workers (CHW): Education, Communication and Health Promotion in times of pandemic.- Chapter 13: Professional Development in Health Promotion for Family Doctors: Using the "Entrustable Professional Activities" Approach.- Section III - Pedagogies for Health Promotion.- Chapter 14: Introduction to Section III - Pedagogies for Health Promotion.- Chapter 15: Wikis in Micro-Communities: A Collaborative and Relational Learning Tool for Health Promotion.- Chapter 16: Innovative Pedagogies in a Health Promotion Specialisation: Knowledge, Practice and Research.- Chapter 17: Health Educators Love Reading: Introducing the Journal Club for Life-Long Learning.- Chapter 18: Teaching Clinical Skills and Health Promotion Using Clinical Simulations.- Chapter 19: Learning Health Promotion from Skateboarders: A Community-Based Practice to Rethink the Academy Teaching Method.- Chapter 20: Teaching Health Promotion in Aotearoa: A Tangata Whenua and Tangata Tiriti Perspective.- Chapter 21: Training and Participatory Research in Health Promotion Courses: Reflections and Contributions for Knowledge and Experiences.- Chapter 22: Method and Strategies in Health Promotion Teaching-Learning: Evidence from a Networked Postgraduate Program in Northeast Brazil.- Chapter 23: Pedagogical Experiences in Teaching and Learning Health Promotion in Undergraduate Education.- 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.- Chapter 25: Theoretical, methodological, mediatic and evaluative challenges in the teaching-learning of Health Promotion: the use of virtual platforms.- Section IV - Special Topics for Health Promotion.- Chapter 26: Introduction to Section IV - Special Topics for Health Promotion.- Chapter 27: Personalized and Research-Led Teaching as Building Blocks to Success During Pandemic Times in Austriäs Higher Education Sector.- Chapter 28: Health Promotion and Integrative and Complementary Practices: Transversality and Competence Development in an Undergraduate Experience.- Chapter 29: Teaching Suicide Prevention: Experiences from a Social- Ecological Approach.- Chapter 30: Encounters and Narratives: The Insertion of the Socio-Environmental Health in the Perspective of the Health Promotion.- Chapter 31: Health Education in Times of Pandemic: Promoting Health Among Indigenous Populations in the Br…