Implementation of Interdisciplinary Health Technologies as Active Learning Strategies in the Classroom: A Course Redesign

Author:

Urizar Guido G.1ORCID,Miller Karissa1

Affiliation:

1. Department of Psychology, California State University, Long Beach, 1250 Bellflower Blvd, Long Beach, California, United States, 90840

Abstract

The number of health psychology courses offered in higher education institutions has dramatically increased over the past 30 years. Health psychology courses provide students a unique opportunity to learn about important public health issues and health disparities affecting our society from a biopsychosocial perspective. Prior research indicates that students taking these courses, many of whom are non-biology majors, often report feeling anxious about learning the underlying biological mechanisms that affect health outcomes, particularly as they relate to stress and disease. Therefore, innovative teaching strategies, such as the use of active learning approaches, are needed to promote student confidence and engagement in learning these interdisciplinary models of health. Despite rapid advancements and innovations in health technologies, few health psychology courses have integrated these technologies as a modality of active learning. This article describes the implementation of health technologies (e.g., biosensors, biofeedback equipment, wearable technologies) as an active learning modality and innovative teaching approach to promote student engagement and learning outcomes in an undergraduate health psychology course taught in the U.S. Eighty students from a minority-serving university participated in this pilot course redesign. Student responses to the use of health technologies in their course were very positive. A description of the course curriculum is provided and results from student responses and feedback are presented. Implications and recommendations for implementing these technologies and pedagogies in future health courses are also discussed, including university support for sustaining these high impact teaching practices.

Funder

National Institute of General Medical Sciences

Publisher

SAGE Publications

Subject

General Psychology,Education

Reference23 articles.

1. What impacts learning with wearables? An integrated theoretical model

2. American Psychological Association. (2013). APA guidelines for the undergraduate psychology major: Version 2.0. Retrieved from http://www.apa.org/ed/precollege/undergrad/index.aspx

3. Integrative Learning in US Undergraduate Public Health Education: A Review of Student Perceptions of Effective High-Impact Educational Practices at Georgia State University

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