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Using Student-Led Discussion and Reflection of a Public Health-Related Nonfiction Book as a Tool to Encourage Inclusive Pedagogy in an Undergraduate Classroom.

ABSTRACT: Educators realize the need to provide an inclusive, safe environment in a diverse classroom setting to encourage discussion of sensitive topics. However, descriptions of evidence-based approaches that may help us to meet inclusive pedagogy-related competencies are limited. Here, we describe a discussion format that followed chapter readings from a nonfiction biographical book called Mountains beyond Mountains: The Quest of Dr. Paul Farmer, a Man Who Would Cure the World (2003), by Tracy Kidder. This semester-long effort allowed sufficient time for students to develop an understanding of global public health affairs and to reflect on their own role in this world as responsible citizens. A discussion around several sensitive issues emerged, such as the extent of their belief in faith versus science, their opinion on providing financial aid to developing countries versus addressing public health issues in their home country, stereotypes and how that may spread panic during a public-health emergency. The student essays provided evidence that activities were successful in 1) drawing out students' voices about world affairs, 2) teaching students to empathize with varied belief systems, 3) helping students develop a deeper appreciation of empirical and ethical factors that may affect such issues-all of which are key competencies for an inclusive classroom setting. We believe that the activities are flexible in structure and could be easily incorporated into a biology or liberal arts classroom setting to achieve inclusive pedagogy-related goals.

SUBMITTER: Pandey S

PROVIDER: S-EPMC7173629 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Using Student-Led Discussion and Reflection of a Public Health-Related Nonfiction Book as a Tool to Encourage Inclusive Pedagogy in an Undergraduate Classroom.

Pandey Sumali S Wisenden Patricia P Shegrud Whitney R WR

Journal of microbiology & biology education 20200410 1

Educators realize the need to provide an inclusive, safe environment in a diverse classroom setting to encourage discussion of sensitive topics. However, descriptions of evidence-based approaches that may help us to meet inclusive pedagogy-related competencies are limited. Here, we describe a discussion format that followed chapter readings from a nonfiction biographical book called <i>Mountains beyond Mountains: The Quest of Dr. Paul Farmer, a Man Who Would Cure the World</i> (2003), by Tracy K ...[more]

PMID: 32341729

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Project description:BackgroundThe nursing education system has evolved with an increased emphasis on student-centred education, such as implementing flipped classroom pedagogy. Given the promising positive educational outcomes, the trend of using flipped classroom pedagogy has become increasingly popular in undergraduate nursing education. However, little is known about how these flipped classroom methods impact on nursing educational practices in limited-resource settings situated in South Asia.ObjectiveTo assess the feasibility of implementing flipped classroom pedagogy in undergraduate nursing education from the nursing students' perspective.MethodsThis mixed-methods study employed a quantitative survey and six focus group discussions conducted in three state universities in Sri Lanka. The Nursing Students' Readiness for Flipped Classroom (NSR-FC) questionnaire was used to collect quantitative data. The semi-structured focus group discussions were conducted by using 18 reflective and open-ended questions. Descriptive statistics and multivariate analysis of variance methods were employed when analysing quantitative data. An inductive thematic analysis approach was used to summarize the focus group discussions.ResultsThe questionnaire survey revealed that nursing students reported high levels of personal, technical, and pedagogical readiness across all three universities, while environmental readiness was perceived as low. The inductive thematic analysis identified three themes, namely: enablers, challenges, and benefits. Specifically, nursing students valued the student-centred approach. They were ready to utilize their own devices to overcome limited technological provision; however, a short training session about how to engage in the flipped classroom was desirable. Also, their exposure to basic educational technology was perceived as adequate and they were aware of the positive outcomes of flipped classroom pedagogy.ConclusionNursing students were ready to enrol in a flipped classroom programme. The provision of technological resources in the education environment was identified as a great challenge for flipped classroom implementation. Overall, the findings indicate there are promising feasibilities for the flipped classroom implementation.

Dataset Information

Using Student-Led Discussion and Reflection of a Public Health-Related Nonfiction Book as a Tool to Encourage Inclusive Pedagogy in an Undergraduate Classroom.

Publications

Using Student-Led Discussion and Reflection of a Public Health-Related Nonfiction Book as a Tool to Encourage Inclusive Pedagogy in an Undergraduate Classroom.

Similar Datasets

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