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Re-thinking Public Health Education in Aotearoa New Zealand: Factory Model to Personalized Learning

Conn, C; Nayar, S; Williams, MH; Cammock, R
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http://hdl.handle.net/10292/14368
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Abstract
Key drivers of change in the 21st century—pandemic, technology advance, social disparity—are shaping the public health industry, including employment and education. In 2020, COVID-19 brought rapid change to the teaching of public health in higher education. In this reflective essay, we move beyond the delivery of existing curricula shifting from classroom to online, and consider the greater agenda of a transformative educational paradigm. This is broadly conceptualized as a shift from a “factory model education” to one of “personalized learning” with an emphasis on fostering creativity and heutagogical (student-driven) models, underpinned by technology, and real world application involving problem and project-based learning in a changing industry. Such change has stemmed both from the impact of COVID-19 on the education system, and in response to a more momentous transformation in public health careers and societal expectations of a public health workforce.
Keywords
Workforce development; Personalized learning; Higher education; Pedagogy; Public health (MeSH [H02.403.720])
Date
2021
Source
Frontier Education 6:636311. doi: 10.3389/feduc.2021.636311
Item Type
Journal Article
Publisher
Frontiers Media SA
DOI
10.3389/feduc.2021.636311
Publisher's Version
https://www.frontiersin.org/articles/10.3389/feduc.2021.636311/full
Rights Statement
© 2021 Conn, Nayar, Williams and Cammock. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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