2. Teaching & Learning Workshop Public Health 101 – So Far Pete Walton & David Johnson Friday, 26 August 2011

3. Central Questions for Tuesday, 23 August 2011 Class 1: Course Introduction, Part 1 “What’s the syllabus trying to tell me?” Module 0: Course Introduction “What do I need to know to have more fun in this course?” Course: PHPH-101 Introduction to Public Health -- SB “What outcomes have past and current public health concepts, methods, activities, and practice had on the health of the public? What about the future?” 08/23/112 © 2011, Peter L. Walton. This is an Open Access slide: verbatim copying and redistribution of this slide are permitted in all media for any purpose, provided this notice is preserved.

4. More Synchronization This course is about public health. Let’s see how much you know about “public health.” Make sure your i>clickers are turned on. If you don’t have yours yet, pretend. 08/23/113 © 2011, Peter L. Walton. This is an Open Access slide: verbatim copying and redistribution of this slide are permitted in all media for any purpose, provided this notice is preserved.

5. Conclusion: “Public health is …” Click your answer in the next 30 seconds. A.Preventing diseases in the population B.Providing health care to the indigent population C.Monitoring for and controlling disease outbreaks in the population D.Maximizing the health of the population E.Educating the population on how to be healthier Q3 08/23/114 © 2011, Peter L. Walton. This is an Open Access slide: verbatim copying and redistribution of this slide are permitted in all media for any purpose, provided this notice is preserved.

6. Active Learning Instruction models that: – Put the the learner as responsible for her or his own learning – Use classroom activities that engage students as cognitively active learners As opposed to passive learning by simply sitting there and listening to be lecture We’ll be actively learning using: – i>clickers – Think-pair-share (TPS) – Calling on a randomly selected student to response to a question about information just presented – Panel discussion – Class discussion – and … 08/23/115 © 2011, Peter L. Walton. This is an Open Access slide: verbatim copying and redistribution of this slide are permitted in all media for any purpose, provided this notice is preserved.

7. Why Critical Thinking? Turn to page 2 of your Mini-Guide. For the next minute, read “The Problem“ and think about what you read. I’ll ask one of you to respond to a question when time is up. Randomly Selected Student: “Is this a real problem?” 08/23/116 © 2011, Peter L. Walton. This is an Open Access slide: verbatim copying and redistribution of this slide are permitted in all media for any purpose, provided this notice is preserved.

8. Central Questions for Thursday, 25 August 2011 Class 2: Population Health “How can and does public health affect our daily lives?” Module 1: Principles of Population Health “What are the principles for understanding and applying public health?” Course: PHPH-101 Introduction to Public Health -- SB “What outcomes have past and current public health concepts, methods, activities, and practice had on the health of the public? What about the future?” 08/25/117 © 2011, Peter L. Walton. This is an Open Access slide: verbatim copying and redistribution of this slide are permitted in all media for any purpose, provided this notice is preserved.

9. A Public Health Contest Here are the rules: 1.Each of you thinks of something that you believe does or doesn’t affect the public’s health. The “something” can be any sort of thing; your objective is to fool the class. 2.I call on one of you as Poser, and you pose your “something.” 3.Students raise their hands to be recognized by me to state their opinions and reasoning or to support or refute a previous speaker. If there are no hands, I call on students to speak. Each speaker has 15 seconds. 4.After 2-8 speakers Depending on demand), the class (less Poser) votes by show of hands: “affects” or “doesn’t affect.” 5.Poser states (honestly) his or her original intent: “affects” or “doesn’t affect” along with his or her reasoning. 6.I decide which side won and why, and we discuss as necessary. Repeat until we’re sick of it or need to move on. 08/25/118 © 2011, Peter L. Walton. This is an Open Access slide: verbatim copying and redistribution of this slide are permitted in all media for any purpose, provided this notice is preserved.

10. Think-Pair-Share For a minute, think about what is meant by “society” and its “organized efforts.” For another minute, pair with a student sitting next to you and discuss your and the other student’s thoughts on “society” and its “organized efforts.” Now we share by actually sharing. – Who’s first? 08/25/119 © 2011, Peter L. Walton. This is an Open Access slide: verbatim copying and redistribution of this slide are permitted in all media for any purpose, provided this notice is preserved.

11. Time FramePublic Health EraParadigmFocus Antiquity to 1830sHealth protection Behavior control by authority Individual 1840 to 1870sHygiene movementSanitary conditionsBuilt environment 1880 to1940sContagion controlGerm theorySmall nasty things 1950s to mid-1980sMedical supportDisease controlDoctors Mid-1980 to 2000 Health promotion / Disease prevention Individual behavior and disease detection Individual with some Population 2001 to ????Population health Shared evidence- based systems thinking Population Shared evidence- based systems thinking A Short History of Public Health 08/25/1110 Adapted from Riegelman, Public Health 101 © 2011, Peter L. Walton. This is an Open Access slide: verbatim copying and redistribution of this slide are permitted in all media for any purpose, provided this notice is preserved. What exactly is “shared evidence -based systems thinking?” Compare with history at UofL.

12. Fundamental & Powerful Concept “Determinants of Health and Disease: BIG GEMS B – behavior I – inhabitation, infestation, and infection G – genetics and epigenetics G – geography E – environment M – medical care (of all sorts) S – socio-economic-cultural” (with apologies to Dr. Riegelman) 08/25/1111 © 2011, Peter L. Walton. This is an Open Access slide: verbatim copying and redistribution of this slide are permitted in all media for any purpose, provided this notice is preserved.

13. Get out your paper and write your name in the top-left corner. For the next five minutes, write your answers, labeled by question number, to the following: 1)“What is the most significant point you learned in today's class?” 2)“What are two other significant points you learned in today's class?” Time’s up! Hand in your paper to David or me. See you next class. Time for Today’s 5-Minute Summary 08/23/1112 © 2011, Peter L. Walton. This is an Open Access slide: verbatim copying and redistribution of this slide are permitted in all media for any purpose, provided this notice is preserved.