Intentional Use of Digital Technology in Graduate Epidemiology Education

Charlotte Baker (Virginia Polytechnic Institute and State University, USA)
Copyright: © 2019 |Pages: 153
EISBN13: 9781799813682|DOI: 10.4018/978-1-5225-9331-7.ch008
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Public health education is continuously changing. Several papers have been written on the need to update epidemiology education in public health to match the needs of the “real world” as well as keep up with the digital age, yet few papers have been published on how to make this happen. Utilizing a blended learning framework, a graduate-level course was revised to improve student learning and teaching practice. By considering and implementing various pedagogical practices and tools, students learned more, were able to utilize this information in class and in other settings, and were able to take more control of their learning. Improvements were made to teaching practice, specifically by being more student-centered and providing better planned integration of technology for the advantage of the student and instructor. Using well-designed pedagogical tools and spending the time to plan out the course methodology based on expectations at the conclusion is a best practice that should be used by instructors in various fields but especially those in public health.
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