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Related Concept Videos

Models of Health Promotion and Illness Prevention I01:25

Models of Health Promotion and Illness Prevention I

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A model is a theoretical way to understand a concept or an idea. Models can overcome barriers to health regardless of diverse economic and cultural backgrounds. In addition, models make the task easier by providing different ways to approach complex issues. There are two major health promotion models: the health belief model and the health promotion model.
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Concepts of Health and Illness01:29

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Health is a condition of the body, mind, and spirit where an individual remains free from illness. Similarly, wellness is an active state, including living a lifestyle that promotes physical, mental, and emotional health. Physical health is critical for the overall well-being and can be affected by lifestyle, activity level, diet, and behavior. The highest attainable standard of health is a fundamental and universal human right. Consider Lisa, a fifteen-year-old born with congenital...
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Models of Health Promotion and Illness Prevention II01:18

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The person's health status fluctuates continually, varying from being in good health to becoming ill and returning to being healthy. To understand the concept of illness prevention, there are two models. First, the health-illness continuum model is a graphic representation of an individual's wellness. It states that a person is considered healthy in the absence of physical disease and the presence of good emotional health.
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Levels of Health Promotion and Illness Prevention01:26

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Health promotion allows a person to control the determinants of health, resulting in an improved health status. It enhances the quality of life and reduces premature deaths. Health promotion and illness prevention programs help people make beneficial choices to reduce the risk of disease and disabilities. There are three health promotion and illness prevention levels: primary, secondary, and tertiary prevention.
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Dimensions of Health and Illness01:21

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The factors influencing the health-illness continuum can be internal or external and may or may not be under conscious control. They are related to the following eight human dimensions, and each dimension is interrelated to one other.
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Community Based Intervention01:30

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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Re-Imagining Public Health Education: Students' Perspectives and Considerations.

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  • 1Department of Social and Behavioral Sciences, Yale School of Public Health, New Haven, CT, USA.

Health Education & Behavior : the Official Publication of the Society for Public Health Education
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The COVID-19 pandemic exposed public health system weaknesses, necessitating improved public health training. Graduate students offer insights to enhance public health education and address systemic inequities.

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general termsglobal healthhealth disparitieshealth educationhealth equitysocial determinants of health

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Area of Science:

  • Public Health
  • Higher Education
  • Social Justice in Health

Background:

  • The COVID-19 pandemic highlighted critical deficiencies in public health systems globally.
  • There is a recognized need for innovative strategies in public health training and education.
  • Higher education institutions are pivotal in driving societal change and preparing future public health professionals.

Purpose of the Study:

  • To gather perspectives from current and recent graduate students on improving public health education.
  • To identify areas for enhancement within academic public health programs.
  • To encourage a critical re-evaluation of public health pedagogies to address health inequities.

Main Methods:

  • Qualitative commentary based on the experiences of graduate students in US public health programs.
  • Analysis of systemic issues within academic public health settings.
  • Exploration of student-led recommendations for curriculum and training refinement.

Main Results:

  • Student voices reveal shortcomings in public health academic spaces.
  • Identified need for greater accountability in addressing systemic oppression (racism, colonialism, epistemic injustice).
  • Emphasis on the importance of critical pedagogy to reduce health disparities.

Conclusions:

  • Public health education requires significant reform to meet contemporary challenges.
  • Academic institutions must actively dismantle systemic oppression within their structures.
  • Future public health professionals should be equipped with critical consciousness to combat health inequities.