Teaching students about Public Health 3.0 (PH3.0) is different than many other public health subjects. The methodology of PH3.0 is primarily adaptive, not technical. Its framework and approach are structured on several key mindset shifts involving identity, core beliefs, and distinction of sector or discipline, so instructors must actively address cognitive dissonance and sense of identity in the classroom. They must become comfortable confronting beliefs and attitudes with students. Additionally, many instructors do not have applied experience in PH3.0. Most public health entities continue to operate in traditional approaches, and public health professionals, including emerging professionals, are not consistently exposed to other disciplines.
This section provides a sample syllabus and guidance for academic faculty, instructors, and administrators to effectively teach PH3.0 to emerging professionals. Training would also be provided to instructors to prepare them for delivering the content.
About the Training
- Agenda
- Public Health 3.0: Why is it different?
- Overview of the curriculum
- Dialectical approaches in teaching health equity
- Integrating applied experience in the academic setting
- Wagging the dog: how to prepare emerging professionals in a time of public health transformation
- Further training and resources
Segments will consist of brief presentations, practice materials, and small-group exercises.
- Instructors who complete the full-day workshop will be prepared to:
- Deliver all 12 sessions of the “Public Health 3.0” (PH3.0) graduate curriculum
- Assess students’ preparedness and comprehension of the materials based on in-class participation and group projects
- Facilitate discussions and activities that support learners’ acquisition of content and skills
- Distinguish PH3.0 content, interventions, and techniques from other public health methodology
- Select current, relevant case studies for classroom use
- Identify other resources to support emerging professionals in bringing PH3.0 expertise into the workplace
- Critical Instruction Strategies:
- Experiential learning & integration of adult learning tools
- Dialectical treatment of subjects that engage identity or belief systems
- Bringing applied experience into the classroom
- Case studies
- Guest presenters
- Instructor experience and mentoring
- Inquiry and reflection
About the Curriculum
- Course Description: Functions as an introduction and initial ‘train the trainer’ course, which will prepare students to practice and to lead in contemporary, intersectoral, equitable, transformative public health practices across a range of organizational settings.
- Course Objectives: Upon successfully completing this course, students will be prepared to:
- Communicate effectively about health determinants, health equity, and Social Determinants of Health (SDOH) with a wide range of stakeholders and policymakers
- Assess policies, practices, and organizational strategies for relevance to health promotion from a Public Health 3.0 (PH3.0) lens
- Select and initiate basic Health in All Policies (HiAP) and related strategies, and engage, guide, and support collaborators in order to implement them.
- Overview of the curriculum:
- Twelve 50 minute sessions, suitable for college and graduate courses
- May be delivered in person, or as synchronous online class
- Developed for public health graduate students at a masters or doctoral level
- Course is also suitable for students in complimentary degree programs such as public policy, sociology, education, urban planning, and more
- Institutions should establish their own degree and prerequisite criteria
- Weekly sessions:
- What is Health?
- A History of the Political Economy
- The Health in All Policies (HiAP) Framework
- HiAP Strategies and Impact Alignment
- HiAP Tools
- Systems Thinking
- Messaging and Communication
- Urban and Rural Case Studies
- National and Global Case Studies
- Essential Strategies
- Student Presentations (2 sessions)
Students’ comprehension will be assessed by class participation and final projects, as well as an evaluation instrument administered before and after the course.
View a sample syllabus
View a sample pre/post course evaluation instrument
Healing Public Health 