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Using antioppressive teaching principles to transform a graduate global health course at Johns Hopkins University

Education systems and pedagogical practices in global public health are facing substantive calls for change during the current and ongoing ‘decolonising global health’ movement. Incorporating antioppressive principles into learning communities is one promising approach to decolonising global health...

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Autores principales: Kalbarczyk, Anna, Aqil, Anushka, Sauer, Molly, Chatterjee, Pranab, Jacques, Keilah A, Mooney, Graham, Labrique, Alain, Lee, Krystal
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BMJ Publishing Group 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10069528/
https://www.ncbi.nlm.nih.gov/pubmed/36977524
http://dx.doi.org/10.1136/bmjgh-2022-011587
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author Kalbarczyk, Anna
Aqil, Anushka
Sauer, Molly
Chatterjee, Pranab
Jacques, Keilah A
Mooney, Graham
Labrique, Alain
Lee, Krystal
author_facet Kalbarczyk, Anna
Aqil, Anushka
Sauer, Molly
Chatterjee, Pranab
Jacques, Keilah A
Mooney, Graham
Labrique, Alain
Lee, Krystal
author_sort Kalbarczyk, Anna
collection PubMed
description Education systems and pedagogical practices in global public health are facing substantive calls for change during the current and ongoing ‘decolonising global health’ movement. Incorporating antioppressive principles into learning communities is one promising approach to decolonising global health education. We sought to transform a four-credit graduate-level global health course at the Johns Hopkins Bloomberg School of Public Health using antioppressive principles. One member of the teaching team attended a year-long training designed to support changes in pedagogical philosophy, syllabus development, course design, course implementation, assignments, grading, and student engagement. We incorporated regular student self-reflections designed to capture student experiences and elicit constant feedback to inform real-time changes responsive to student needs. Our efforts at remediating the emerging limitations of one course in graduate global health education provide an example of overhauling graduate education to remain relevant in a rapidly changing global order.
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spelling pubmed-100695282023-04-04 Using antioppressive teaching principles to transform a graduate global health course at Johns Hopkins University Kalbarczyk, Anna Aqil, Anushka Sauer, Molly Chatterjee, Pranab Jacques, Keilah A Mooney, Graham Labrique, Alain Lee, Krystal BMJ Glob Health Practice Education systems and pedagogical practices in global public health are facing substantive calls for change during the current and ongoing ‘decolonising global health’ movement. Incorporating antioppressive principles into learning communities is one promising approach to decolonising global health education. We sought to transform a four-credit graduate-level global health course at the Johns Hopkins Bloomberg School of Public Health using antioppressive principles. One member of the teaching team attended a year-long training designed to support changes in pedagogical philosophy, syllabus development, course design, course implementation, assignments, grading, and student engagement. We incorporated regular student self-reflections designed to capture student experiences and elicit constant feedback to inform real-time changes responsive to student needs. Our efforts at remediating the emerging limitations of one course in graduate global health education provide an example of overhauling graduate education to remain relevant in a rapidly changing global order. BMJ Publishing Group 2023-03-28 /pmc/articles/PMC10069528/ /pubmed/36977524 http://dx.doi.org/10.1136/bmjgh-2022-011587 Text en © Author(s) (or their employer(s)) 2023. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. https://creativecommons.org/licenses/by-nc/4.0/This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/ (https://creativecommons.org/licenses/by-nc/4.0/) .
spellingShingle Practice
Kalbarczyk, Anna
Aqil, Anushka
Sauer, Molly
Chatterjee, Pranab
Jacques, Keilah A
Mooney, Graham
Labrique, Alain
Lee, Krystal
Using antioppressive teaching principles to transform a graduate global health course at Johns Hopkins University
title Using antioppressive teaching principles to transform a graduate global health course at Johns Hopkins University
title_full Using antioppressive teaching principles to transform a graduate global health course at Johns Hopkins University
title_fullStr Using antioppressive teaching principles to transform a graduate global health course at Johns Hopkins University
title_full_unstemmed Using antioppressive teaching principles to transform a graduate global health course at Johns Hopkins University
title_short Using antioppressive teaching principles to transform a graduate global health course at Johns Hopkins University
title_sort using antioppressive teaching principles to transform a graduate global health course at johns hopkins university
topic Practice
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10069528/
https://www.ncbi.nlm.nih.gov/pubmed/36977524
http://dx.doi.org/10.1136/bmjgh-2022-011587
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