Students' perceptions and experiences in a health promotion course using interactive learning.

Area of Science:

• Health Promotion Education
• Pedagogy in Health Sciences

Background:

• Limited research exists on student experiences with interactive health promotion courses.
• Understanding student perceptions of interactive teaching methods is crucial for effective curriculum design.

Purpose of the Study:

• To explore undergraduate students' experiences and perceptions of a health promotion course taught using an interactive learning approach.
• To identify the benefits and challenges associated with interactive learning in health promotion education.

Main Methods:

• A descriptive qualitative design was employed.
• Data were collected from 16 undergraduate university students at a governmental university.
• Thematic analysis was used to identify key themes from student experiences.

Main Results:

• Four major themes emerged: the fruitfulness and satisfaction of interactive learning, comparisons with traditional methods, identified barriers, and suggestions for improvement.
• Students reported positive attitudes, increased physical and cognitive engagement, enhanced understanding, and improved self-esteem and interpersonal communication.
• Key advantages included idea sharing, active attention, and boosted confidence.

Conclusions:

• Interactive learning is perceived positively by students in health promotion courses, fostering engagement and skill development.
• Addressing barriers and implementing contemporary strategies can further enhance the effectiveness of interactive learning environments.
• Recommendations focus on updating teaching methods to maximize the benefits of interactive health promotion education.