Download Instructional outline for chapters 3-5

PHPH 101 Section Two – Tools of Population Health
Chapter 3 Health Informatics and Health Communication - Instructional Outline
Learning Objectives:
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Identify six basic types of public health data.
Explain the meaning, use, and limitations of the infant mortality rate and life expectancy
measurements.
Explain the meanings and uses of HALEs and DALYs.
Identify criteria for evaluating the quality of information presented on a web site.
Explain ways that perceptions affect how people interpret information.
Explain the roles of probabilities, utilities, and the timing of events in combining public health
data.
Explain how attitudes, such as risk-taking attitudes, may affect decision making.
Identify three different approaches to clinical decision making and their advantages and
disadvantages.
Instructional topics:
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What are health informatics and health
communications?
Where does public health data come from?
How is public health information compiled to
measure the health of a population?
 The 6 Ss of public health data
How can we evaluate the quality of the presentation
of health information?
What factors affect how we perceive public health
information?
Select one discussion question at
beginning of chapter; have
students write brief response to
that question.
iClicker: “Do you think health
information drives health changes
in communities?”
Mini-lecture on health
informatics/communications
interface.
Quiz on population health
measures.
Reflective writing (one paragraph
to half-page) on Table 3-2,
international comparison of life
expectancies.
Working in groups – identify and
illustrate two sources of public
health data(see Table 3-1); report
to class as-a-whole.
Have student identify most
difficult concept from class.
Write brief end-of-class synthesis
Instructional topics, cont.:
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What factors affect how we perceive public health
information?
What type of information needs to be combined to
make health decisions?
How do we utilize information to make health
decisions?
 Types of Individual Decision Making
Discussion Questions
Mini-lecture on perceptions of
health information; small groups
write brief scenarios to illustrate
three effect factors.
Review a health-related web site
with class; brainstorm questions to
assess the quality of information
provided by the site.
Interview student (in front of class)
to elicit actual and potential
factors guiding health decision
making.
Demonstration of health decision
analysis.
iClickers quiz on types of health
decision making.
Have students revise response to
discussion question, completed at
beginning of last class.
Have student identify most
difficult/confusing concept from
class.
Write brief end-of-class synthesis
Chapter 4 Social and Behavioral Sciences and Public Health - Instructional Outline
Learning Objectives:
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Explain relationships between the social and behavioral sciences and public health;
Illustrate how socioeconomic status affects health;
Illustrate how culture and religion affects health;
Identify and illustrate the stages in behavioral change that constitute the Stages of Change
model;
Identify ways that interventions at the individual level and at the social level can reinforce
each other to influence behavioral change;
Explain the principles of social marketing;
Instructional topics
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How is public health related to the social and
behavioral sciences?
 How does socioeconomic status affect
health?
 What other social factors explain differences
in health and response to disease?
 Culture
 Religion
 Can health behavior be changed?
 Why are some individual health behaviors
easier to change than others?
 How can individual behavior be changed?
 What steps do individuals go through in
making behavioral changes?
 How can group behaviors be changed?
 How can we combine individual, group, and
social efforts to implement behavioral
change?
Select one discussion question
at beginning of chapter; have
students write brief response
to that question.
Complete quiz on
social/behavioral science
terminology.
Have students review
scenarios that illustrate
social/behavioral health
factors; brainstorm
implications for 1) individuals
and 2) communities.
Youtube video clips on culture
and health status
Reflective writing on
personal/significant other
experience changing health
habits.
Assign health problems to
small groups; groups illustrate
upstream, downstream,
mainstream; selected
reporting.
Have student identify most
difficult concept from class.
Write brief end-of-class
synthesis
Instructional topics, cont.:
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Can health behavior be changed?
Why are some individual health behaviors
easier to change than others?
How can individual behavior be changed?
What steps do individuals go through in
making behavioral changes?
How can group behaviors be changed?
How can we combine individual, group, and
social efforts to implement behavioral
change?
Quiz on stages of change
Form five student groups;
assign each group to one of
the change stages; assemble
conglomeration of group
products for comprehensive
program; fine tune/debrief
with class.
iClicker exercise regarding
market versus social
marketing.
Identify/clarify 4 Ps of social
marketing.
Groups develop outline of
social marketing campaign.
Have students revise response
to discussion question,
completed at beginning of last
class.
Have student identify most
difficult concept from class.
Write brief end-of-class
synthesis
Chapter 5 Health Law, Policy, and Ethics - Instructional Outline
Learning Objectives:
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Explain the scope of health law, policy, and ethics;
Identify key legal principles that form the basis for public health law;
Identify four types of law;
Explain the differences between market and social justice;
Illustrate the potential tensions between individual rights and the needs of society using public
health examples;
Discuss key principles that underlie the ethics of human research.
Instructional Topics
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What is the scope of health law, policy, and ethics?
 What legal principles underlie public health
and health care?
 What do we mean by health policy?
 How do philosophies toward the role of
government affect health policies?
 Market versus social justice
 Is there a right to health care?
 How does public health balance the rights of
individuals and the needs of society?
 How can bioethical principles be applied to
protecting individuals who participate in
research?
Select one discussion question at
beginning of chapter; have students
write brief response to that
question.
Opening question: “All health
decisions should be voluntary.”
Mini-lecture on public health policy.
Divide class into even # of groups.
Half assigned to market
justice/social justice. Each group
sends representative for panel;
each side presented.
Students summarize pros and cons;
take position with explicit rationale.
iClickers questions about human
subjects protection ethical
standards.
Have student identify most difficult
concept from class.
Write brief end-of-class synthesis