Writing Assignments in Epidemiology Courses: How Many and How Good?

© 2019, Association of Schools and Programs of Public Health. Objectives: Schools and programs of public health are concerned about poor student writing. We determined the proportion of epidemiology courses that required writing assignments and the presence of 6 characteristics of these assignments. Methods: We requested syllabi, writing assignments, and grading criteria from instructors of graduate and undergraduate epidemiology courses taught during 2016 or 2017. We assessed the extent to which these assignments incorporated 6 characteristics of effective writing assignments: (1) a description of the purpose of the writing or learning goals of the assignment, (2) a document type (eg, article, grant) used in public health, (3) an identified target audience, (4) incorporation of tasks that support the writing process (eg, revision), (5) a topic related to a public health problem that requires critical thinking (1-5 scale, 5 = most authentic), and (6) clear assignment expectations (1-5 scale, 5 = clearest). Results: We contacted 594 instructors from 58 institutions and received at least some evaluable materials from 59 courses at 28 institutions. Of these, 47 of 53 (89%) courses required some writing. The purpose was adequately described in 11 of 36 assignments, the required document type was appropriate in 19 of 43 assignments, an audience was identified in 6 of 37 assignments, and tasks that supported a writing process were incorporated in 19 of 40 assignments. Median (interquartile range) scores were 5 (1-5) for an authentic problem that required critical thinking and 4 (2-5) for clarity of expectations. Conclusions: The characteristics of writing assignments in public health programs do not reflect best practices in writing instruction and should be improved

Developing a Framework for Population Health in Interprofessional Training: An Interprofessional Education Module

Interprofessional education (IPE) is based on the concept that health professional students are best trained on the skills, knowledge, and attitudes that promote population health when they learn with and about others from diverse health science fields. Previously, IPE has focused almost exclusively on the clinical context. This study piloted and evaluated an IPE learning experience that emphasizes population health in a sample of public health undergraduate students. We hypothesized that students who completed the 2-hour online asynchronous module would better understand the value of public health's role in interprofessional teams, the benefit of interprofessional teamwork in improving health outcomes, and the value of collaborative learning with other interprofessional students. Students engaged in pre- and post-training assessments and individual reflections throughout the module. Sixty-seven undergraduate public health students completed the module and assessments. After completion, a greater proportion strongly agreed that students from different health science disciplines should be educated in the same setting to form collaborative relationships with one another (19 vs. 39% before and after completion, respectively). A greater proportion also strongly agreed that care delivered by an interprofessional team would benefit the health outcomes of a patient/client after the training (60 vs. 75% before and after, respectively). Mean scores describing how strongly students agreed with the above two statements significantly increased post-training. A greater proportion of students strongly agreed that incorporating the public health discipline as part of an interprofessional team is crucial to address the social determinants of health for individual health outcomes after taking the training (40 vs. 55% before and after, respectively). There was little change in attitudes about the importance of incorporating public health as part of an interprofessional team to address social determinants of health for population health outcomes, which were strongly positive before the training. Most students reported being satisfied with the module presentation and felt their understanding of interprofessional practice improved. This training may be useful for students from all health disciplines to recognize the benefits of engaging with and learning from public health students and to recognize the important role of public health in interprofessional practices

Promote yourself and your research with a dazzling oral presentation

https://deepblue.lib.umich.edu/bitstream/2027.42/152358/1/2019-CIRHT-UM-August_OralPresentation.avihttps://deepblue.lib.umich.edu/bitstream/2027.42/152358/2/2019-CIRHT-UM-August_OralPresentation.pd

Responding to Journal Peer Reviewers

https://deepblue.lib.umich.edu/bitstream/2027.42/152357/1/2019-CIRHT-UM-August_PeerReviews.avihttps://deepblue.lib.umich.edu/bitstream/2027.42/152357/2/2019-CIRHT-UM-August_PeerReviews.pd

The Basics of Scientific Manuscript Writing

https://deepblue.lib.umich.edu/bitstream/2027.42/152370/1/August_ManuscriptWriting.mp4https://deepblue.lib.umich.edu/bitstream/2027.42/152370/2/2019-CIRHT-UM-August_ManuscriptWriting.pd

Creating and Managing an Online Identity

https://deepblue.lib.umich.edu/bitstream/2027.42/152361/1/2019-CIRHT-UM-Rana-Managing_your_online_research_identity.mp

Preparing a Winning Scientific Poster

https://deepblue.lib.umich.edu/bitstream/2027.42/152368/1/2019-CIRHT-UM-August_ScientificPoster.mp4https://deepblue.lib.umich.edu/bitstream/2027.42/152368/2/2019-CIRHT-UM-August_ScientificPoster.PD

Så fort de såg polis gick de till attack : En kvantitativ studie om påskupploppen i Skäggetorp och Navestad

Denna kvantitativa pilotstudie har som syfte att undersöka händelseutvecklingen under påskupploppen i Skäggetorp och Navestad 2022. Detta undersöks genom en enkät som skickas ut till poliser som arbetar i yttre tjänst i Polisregion Öst och som var på plats under upploppen i Skäggetorp och Navestad. Det insamlade datamaterialet har analyserats med två förklaringsmodeller; flashpointmodellen och Newburns förklaringsmodell av upplopp. Analysen har utgått från tre centrala teman; flashpoint, det vill säga ”utlösande faktor”, utrustning och kommunikation. Resultatet visar att flashpoints under påskupploppen byggts upp genom flera olika faktorer, exempelvis eskalerade upploppen när polis anlände till platsen. Den utrustning som polisen hade var bristfällig för att kunna hantera upploppen. Kommunikationen mellan polis och folksamling var även den bristfällig då folksamlingen enligt poliserna inte var mottaglig. Det var svårt att genomföra en kommunikation då polisen möttes av våld från folksamlingen. Vår slutsats är att samtliga teman från analysen påverkade händelseutvecklingen i Skäggetorp och Navestad

Journal Article Writing Video Series

https://deepblue.lib.umich.edu/bitstream/2027.42/152369/1/2018-CIRHT-UM-August_JournalWritingSeries-Video_1_Introduction.mp4https://deepblue.lib.umich.edu/bitstream/2027.42/152369/2/2018-CIRHT-UM-August_JournalWritingSeries-Slides_1_Introduction.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/152369/3/2018-CIRHT-UM-August_JournalWritingSeries-Video_2_Methods.mp4https://deepblue.lib.umich.edu/bitstream/2027.42/152369/4/2018-CIRHT-UM-August_JournalWritingSeries-Slides_2_Methods.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/152369/5/2018-CIRHT-UM-August_JournalWritingSeries-Video_3_Results.mp4https://deepblue.lib.umich.edu/bitstream/2027.42/152369/6/2018-CIRHT-UM-August_JournalWritingSeries-Slides_3_Results.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/152369/7/2018-CIRHT-UM-August_JournalWritingSeries-Video_4_Discussion.mp4https://deepblue.lib.umich.edu/bitstream/2027.42/152369/8/2018-CIRHT-UM-August_JournalWritingSeries-Slides_4_Discussion.pd