Using Active Learning Strategies Linked to CBPR Principles in a Semester-long Class Project to Teach Qualitative Research Methods in Public Health
AffiliationUniversity of Arizona
Keywordsactive learning strategies
community-based participatory research
qualitative research methods
MetadataShow full item record
CitationReinschmidt KM, Maez P, Iuliano JE, Nigon BM. Using Active Learning Strategies Linked to CBPR Principles in a Semester-Long Class Project to Teach Qualitative Research Methods in Public Health. Pedagogy in Health Promotion. 2019; 5(1): 36-44. doi:10.1177/2373379918761976
JournalPedagogy in Health Promotion
Rights© 2018 Society for Public Health Education
Collection InformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at email@example.com.
AbstractThe use of active learning strategies to engage students in public health education has shown to be effective in promoting meaningful learning experiences. These educational approaches include inquiry- or problem-based, and group-based learning that allow for deeper understanding and internalization of the content material. This type of active learning can extend into the community by applying community-based participatory research (CBPR) principles. Utilizing CBPR can engage both the community and students on a project, thus benefiting all parties involved. This article describes the components of a class project that linked the active learning strategies of inquiry and group-based learning to CBPR principles as an innovative teaching approach in public health. The design and implementation of the class project is conceptualized in four activity types: (a) Engaging the community; (b) Working with students; (c) Conducting behind the scenes work; and (d) Bringing students and community together. The project demonstrates the benefits of using CBPR principles in conjunction with active learning principles. It also provides recommendations to public health instructors in higher education, which include the requirements of instructors’ established relationship with the community, commitment to project coordination, flexibility regarding project implementation and class time, and university support for sustaining innovative teaching efforts.
VersionFinal accepted manuscript