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Using staged teaching and assessment approaches to facilitate inter-university collaboration and problem-based
Henry Dawson1, Gayle Davis1, Kirstin Ross2
1School of Sport and Health Sciences, Cardiff Metropolitan University, Wales, United Kingdom.
Frontiers in Public Health
|March 26, 2024
Summary
Higher education institutions can share environmental health modules internationally using segmented design and problem-based learning. This approach fosters collaboration despite institutional barriers, enhancing student leadership and communication skills.
Area of Science:
- Environmental Health Education
- Higher Education Pedagogy
- International Collaboration in Learning and Teaching
Background:
- Sharing higher education modules internationally presents opportunities and challenges.
- Environmental health education requires practical application of identifying community needs and designing interventions.
- Existing accreditation and degree requirements can facilitate or hinder international academic partnerships.
Purpose of the Study:
- To describe a segmented module design and problem-based learning (PBL) approach for sharing an environmental health module.
- To explore the feasibility and impact of international collaboration in higher education between institutions in Wales, Northern Ireland, and Australia.
- To identify barriers and facilitators for inter-institutional learning and teaching collaborations.
Main Methods:
- Utilized a segmented module design allowing for varied levels of collaboration.
- Implemented problem-based learning (PBL) focusing on community needs assessment, intervention design, and evaluation.
- Analyzed comparable accreditation and learning outcome requirements between UK and Australian higher education systems.
- Documented institutional issues, timetabling, and assessment practicalities as collaboration barriers.
Main Results:
- Comparable accreditation and learning outcomes facilitated international collaboration potential.
- Institutional factors like timetabling and assessment posed significant barriers to sharing modules.
- Segmented module design enabled staged and flexible collaboration between institutions.
- Students in PBL groups demonstrated enhanced leadership, communication, and independent learning skills.
Conclusions:
- Segmented module design offers a sustainable model for international higher education collaboration.
- Problem-based learning effectively develops essential skills for environmental health professionals.
- Overcoming institutional practicalities is key to successful international academic partnerships.
- International sharing of environmental health modules is achievable with strategic design and flexibility.
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