welcome to e-public health: design, development and testing of effective online public health...
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Welcome to e-Public Health: Design, Development and Testing of Effective
Online Public Health Interventions
B. R. Simon Rosser, Joe Konstan, Keith J. Horvath, William West(Course Co-Directors)
Gene Danilenko (TA)
Division of Epidemiology & Community HealthUniversity of Minnesota School of Public Health
Unit 1 Overview
1. Orientation (15 minutes)• Introduce the faculty (Rosser)• Student introductions • Identify specific features of this course (West)• Overview the curriculum and major assignment (Konstan)• Specialized content lectures (Horvath)• Q&A
2. Introduction to the course (Rosser)• Key definitions • Introductory exercises• Introduction of students• Q&A
Introducing the Faculty
By way of introduction, each member of the team was challenged to submit • a photo of themselves that also speaks about e-Public Health • a 30-second clip introducing
• who they are and their role on the course• what they’ll be teaching• why they chose this photo
Picture of Joegoes here
Picture of Genegoes here
Picture of Keithgoes here
Picture of Carolgoes here
Want to know more: go to https://wiki.umn.edu/twiki/bin/view/EPubHcourse/WebHomeand download the bio’s of the team.
Example Intro
• “Hi, I’m Simon Rosser, I’m a professor in public health. My training’s in psychology, behavioral medicine, epidemiology, with specialization in sexual health promotion. Since 2000, I’ve been principal investigator of several NIH-funded studies researching how to design e-Public Health HIV prevention programs, especially targeting Men who use the Internet to seek sex with men, and transgender populations who use the internet for social support. I chose this photo of myself in Ireland under a 3,500 B.C. burial chamber, because I think even in 50 years, when they look back at what we’re designing now in e-public health, it’s going to look very crude and rudimentary, but kind of exciting … we’re at the beginning of something new.
Student Introductions
• Please introduce:– Your name, – Your discipline/major, – And one quesiton about what motivated you to
take this course,
What’s different about this course?
• Making history. First course of it’s kind offered at a major university, possibly any university, and first year it’s been offered.
• Face-to-Face pilot for what we anticipate will eventually be an online course (given international demand)
• Highly interdisciplinary faculty because the topic is inherently multidisciplinary. We take the view that no one person can teach this course.
• Review of enrollments show highly interdisciplinary students.
• Area of study very new and still emerging.
Implications & Ground Rules• Team-work: respect each other’s disciplines and expertise.
Do NOT assume you speak the same language or share same assumptions.– E.g., take time to meet virtually or physically with each other, peer
mentor, expect some cultural shock, rely on each other’s expertise.• Read: background readings before class (especially those
outside your discipline).– E.g., computer scientists need to read public health; public health
need to learn e-design, etc. • Communicate and question: No question is dumb and at
least one “truth” or “assumption” of your discipline will turn out to be “untrue.”– E.g., see exercises in part 2 of this unit.
• Be flexible: As a first course, the faculty will be adjusting the curriculum as we go to best meet the class’s needs. – We need to learn from you and welcome your feedback as we go.– How: questions outside of class, email: raichert@epi.umn.edu
Specialized Content Areas
Virtual community health promotion and e-public interventions can be so broad, we have designed specialized lectures and examples addressing the following content areas:
• Buddy email support systems for smoking cessation• Online tailored cooking interventions for obesity• E-interventions for diabetes self-management• Interactive sexual risk reduction for HIV prevention• Internet-based disaster preparedness communicationWe encourage you to apply what is being researched in
these and other areas of e-public health to your particular areas of interest
Curriculum Overview: Topics
• Please go to: https://wiki.umn.edu/twiki/bin/view/EPubHcourse/WebHome, and scroll down to VI. Course Outline.
• Course review
Curriculum Overview: Major Assignment
• At: https://wiki.umn.edu/twiki/bin/view/EPubHcourse/WebHome, see Studios.
• WHAT: Overview of major assignment.• WHO: Working in design pods• WHEN: All assignments due midnight Wed CST. (Any
problems encountered can then be fixed Thursday)• HOW: What is a “studio”• PRODUCT: Expectations and student presentations
Introduction to e-Public Health
Methods:
• 4 introductory participatory exercises to review key skills needed for this course
• Review of definitions
Identification of possible topics for major assignment
Exercise 1.
• On the next slide you are challenged in 2 minutes to write down or type (whatever you prefer) as many different uses for the named object as you can think of.
• In doing this exercise avoid redundancy.– For example, if the object was “pencil,” different uses
would be “to write a letter,” “tattoo a body,” “sketch a diagram,” “as a bookmark”
– Redundant uses would include “to write a letter,” “to write a poem” “to write an essay”
– See how many different uses you can write down for the following:
Observations
• 1. How many uses did you come up with?• 2. What are some of the conventional uses for a
brick?• 3. What are some of the most significant uses
for a brick? • 4. What were some of the most innovative uses
for a brick?• 5. What was more satisfying for you: thinking
conventionally or thinking innovatively?• 6. What are the strengths and limitations of each
way of thinking?
Applications to e-Public HealthThe National Institutes of Health (NIH) Roadmap for Medical Research
(2002), which includes public health, is the nation’s document detailing medical discovery in the 21st century. Three themes are emphasized:
1. New pathways to discovery will invest in “emerging areas of research” (e.g., bioinformatics; computer applications to medicine) as these are predicted to be where major advances are made
2. Research teams of the future will be multidisciplinary (values creativity, interdisciplinary discovery, high risk research)
3. Re-engineer the scientific enterprise to emphasize multidisciplinary training, new networking and translational research.
By taking this course, you are being trained in the new priorities for research and scientific discovery: Think creatively, train multidisciplinary, translate knowledge to your areas of interest.
• For more, see: http://nihroadmap.nih.gov/overview.asp
Exercise 2: Brainstorm
• Take 2 minutes to write down as many different uses of the Internet to promote health and prevent disease. (Again avoid redundancy).
• E.g., an online group for people with rare diseases to share experience and support each other.
Observations
• 1. How many uses did you come up with?• 2. What are some of the conventional uses for
Internet-based public health?• 3. What are some of the most significant uses
for Internet-based public health? • 4. What were some of the most innovative uses
you thought for Internet-based public health?
Exercise 3
• Find the answer to: Who was Thomas Kuhn and why is he important to this course?
Instruction:• Students on the left side of the class
please use whatever search engine you prefer (e.g., google) to find the answer.
• Students on the right, please go to wikipedia for the answer.
Processing the Exercise
Processing content: The Internet has been described as a “revolution” and we predict that in 20 years time, most public health will be Internet-based.
1. Is e-Public Health a scientific revolution in Kuhnian terms?
2. If e-Public Health is a scientific revolution, what can students taking a course in e-public health expect?
Processing process: 3. When seeking information, do you prefer the freedom
to search however you choose or being guided to specific information?
Exercise 4: This week’s assignment
• As a class, you are now forming a virtual community (technically a hybrid online/offline).
• Your first e-intervention is to come together online.
• The challenge is for each member to work out what you want to do, sort out the skills of each other, and divide into pods by Wednesday midnight.
• You all have been granted access to a bulletin board to facilitate this. The address has been emailed to you.
EXERCISE
• You may find it helpful to go to www.healthy people.gov, review the top ten priorities of public health in the USA, and discuss common interest areas …
List of the Top Ten Public Health Priorities of Preventable Disease in the United States –
1. Physical activity (heart attacks)2. Overweight and obesity (CVD;
diabetes)3. Tobacco use (lung & other cancers)4. Substance abuse (drug addiction)5. Responsible sexual behavior
(HIV/STIs, pregnancy, rape)6. Mental health (depression, ADHD,
suicide, anxiety)7. Injury and Violence (accidents, guns)8. Environmental Quality (COPD)9. Immunization (measles, mumps,
rhubella, tetanus)10.Access to Health Care (diagnosis and
treatment)
• Office of the U.S. Surgeon General’s Healthy People 2010. At:
www.healthypeople.gov
Summary
In this class we:1. Reviewed the course, curriculum, and major
assignment2. Introduced key terms, proposed definitions and
philosophical assumptions underlying this course.
3. Introduced key values in e-Public Health: creativity, thinking multidisciplinary, teamwork.
4. Began thinking about what the Internet and e-Public Health is or can be
5. Commenced the process of pod selection.
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