期刊名称：International Journal of Teaching and Learning in Higher Education
电子版ISSN：1812-9129
出版年度：2017
卷号：29
期号：3
页码：560-570
出版社：International Society for Exploring Teaching and Learning
摘要：Rural communities, compared with their urban counterparts, have higher rates of disease and adversehealth conditions, fueling disparities in health outcomes. This encourages the need for effectivecurricula to engage students and enable them to address such disparate health outcomes as imminenthealth professionals. Incorporating learner-centered teaching strategies, such as collaboration andpower-sharing, into public health (PH) courses can enhance student learning and help faculty enablefuture health professionals to address needs of rural, underserved populations. Successfullyengaging students to explore issues related to rural health disparities in their education, research, andtraining can thereby advance PH practice. This paper describes the collaborative efforts of five PHfaculty, an instructional designer, and administrators to develop a learner-centered curriculum for anewly launched PH program in a rural Midwestern United States (US) university
