Skip to main content
SpringerLink
Log in

Teaching Strategies in Developing Countries: Public Health Education

  • Living reference work entry
  • First Online:
Handbook of Medical and Health Sciences in Developing Countries

  • 4 Accesses

Abstract

There are a variety of teaching strategies that instructors can use to improve student learning in the medical education including public health education; effective teaching is very important in order to achieve the course’s learning outcomes and programs’ learning outcomes in public health education. Public health educators in many developing countries implemented many active teaching strategies in teaching the theory courses, practical, tutorials, and clinical training; however, many public health educators are still using the traditional lectures as the main teaching strategy in delivering the courses to their students. The aim of this chapter is to provide an overview about the active teaching strategies in public health education.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

References

  • All, A. C., Huycke, L. I., & Fisher, M. J. (2003). Instructional tools for nursing education: Concept maps. Nursing Education Perspectives, 24(6), 311–317.

    PubMed  Google Scholar 

  • Allen, M. J. (2004). Assessing academic programs in higher education (p. 2013). Anker Publishing. Retrieved February, 6.

    Google Scholar 

  • Al-Meman, A., Al-Worafi, Y. M., & Saeed, M. S. (2014). Team-based learning as a new learning strategy in pharmacy college, Saudi Arabia: Students’ perceptions. Universal Journal of Pharmacy, 3(3), 57–65.

    Google Scholar 

  • Al-Worafi, Y. (2022a). A guide to online pharmacy education: Teaching strategies and assessment methods. CRC Press.

    Book  Google Scholar 

  • Al-Worafi, Y. (2022b). Pharmacy education: Learning styles. In A guide to online pharmacy education: Teaching strategies and assessment methods. CRC Press.

    Chapter  Google Scholar 

  • Al-Worafi, Y. (2022c). Competencies and learning outcomes. In A guide to online pharmacy education: Teaching strategies and assessment methods. CRC Press.

    Chapter  Google Scholar 

  • Al-Worafi, Y. (2022d). Teaching the theory. In A guide to online pharmacy education: Teaching strategies and assessment methods. CRC Press.

    Chapter  Google Scholar 

  • Al-Worafi, Y. (2022e). Teaching the practice and tutorial. In A guide to online pharmacy education: Teaching strategies and assessment methods. CRC Press.

    Chapter  Google Scholar 

  • Al-Worafi, Y. (2022f). Self-learning and self-directed learning. In A guide to online pharmacy education: Teaching strategies and assessment methods. CRC Press.

    Chapter  Google Scholar 

  • Al-Worafi, Y. (2022g). Traditional and active strategies. In A guide to online pharmacy education: Teaching strategies and assessment methods. CRC Press.

    Chapter  Google Scholar 

  • Al-Worafi, Y. (2022h). Team-based learning in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods. CRC Press.

    Chapter  Google Scholar 

  • Al-Worafi, Y. (2022i). Problem-based learning in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods. CRC Press.

    Chapter  Google Scholar 

  • Al-Worafi, Y. (2022j). Case-based learning in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods. CRC Press.

    Chapter  Google Scholar 

  • Al-Worafi, Y. (2022k). Simulation in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods. CRC Press.

    Chapter  Google Scholar 

  • Al-Worafi, Y. (2022l). Project-based learning in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods. CRC Press.

    Chapter  Google Scholar 

  • Al-Worafi, Y. (2022m). Flipped classes in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods. CRC Press.

    Chapter  Google Scholar 

  • Al-Worafi, Y. (2022n). Educational games in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods. CRC Press.

    Chapter  Google Scholar 

  • Al-Worafi, Y. (2022o). Web-based learning in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods. CRC Press.

    Chapter  Google Scholar 

  • Al-Worafi, Y. (2022p). Lecture-based/interactive lecture-based learning in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods. CRC Press.

    Chapter  Google Scholar 

  • Al-Worafi, Y. (2022q). Blended learning in pharmacy education. In A guide to online pharmacy education: Teaching strategies and assessment methods. CRC Press.

    Chapter  Google Scholar 

  • Al-Worafi, Y. M. (2023a). Medical education in the Arab world: Achievements, challenges, and recommendations. https://doi.org/10.13140/RG.2.2.29422.69444

  • Al-Worafi, Y. M. (2023b). Nursing education in the Arab world: Achievements, challenges, and recommendations. https://doi.org/10.13140/RG.2.2.29160.55044

  • Al-Worafi, Y. M. (2023c). Public health education in the Arab world: Achievements, challenges, and recommendations. https://doi.org/10.13140/RG.2.2.26643.96802

  • Barclay, S. M., Jeffres, M. N., & Bhakta, R. (2011). Educational card games to teach pharmacotherapeutics in an advanced pharmacy practice experience. American Journal of Pharmaceutical Education, 75(2), 1–7.

    Google Scholar 

  • Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 1996(68), 3–12.

    Article  Google Scholar 

  • Bonwell, C. C. (1996). Enhancing the lecture: Revitalizing a traditional format. In T. E. Sutherland & C. C. Bonwell (Eds.), Using active learning in college classes: A range of options for faculty (New Directions for Teaching and Learning No. 67). Jossey-Bass.

    Google Scholar 

  • Bradshaw, M. J., & Hultquist, B. L. (2016). Innovative teaching strategies in nursing and related health professions. Jones & Bartlett Learning.

    Google Scholar 

  • Cashin, W. E. (1985). “Improving lectures” Idea Paper No. 14. Kansas State University, Center for Faculty Evaluation and Development.

    Google Scholar 

  • Cassidy*, S. 2004. Learning styles: An overview of theories, models, and measures. Educational Psychology, 24(4), 419–444.

    Google Scholar 

  • Childs-Kean, L., Edwards, M., & Smith, M. D. (2020). Use of learning style frameworks in health science education. American Journal of Pharmaceutical Education, 84(7).

    Google Scholar 

  • Coffield, F., Moseley, D., Hall, E., Ecclestone, K., Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Learning and Skills Research Centre.

    Google Scholar 

  • Coles, C. (1998). How students learn: The process of learning. In Medical education in the millennium (pp. 63–82). Oxford University Press.

    Chapter  Google Scholar 

  • Dacre, J. E., & Fox, R. A. (2000). How should we be teaching our undergraduates? Annals of the Rheumatic Diseases, 59(9), 662–667.

    Article  CAS  PubMed  PubMed Central  Google Scholar 

  • Doing, C. L. (1997). Advantages and disadvantages of lectures (wceruw.org).

    Google Scholar 

  • Gaba, D. M. (2004). The future vision of simulation in health care. BMJ Quality & Safety, 13(Suppl 1), i2–i10.

    Article  Google Scholar 

  • Harden, R. M., & Gleeson, F. A. (1979). Assessment of clinical competence using an objective structured clinical examination (OSCE). Medical Education, 13(1), 39–54.

    Article  Google Scholar 

  • Honey, P., & Mumford, A. (1992). The manual of learning styles (3rd ed.). Honey Press.

    Google Scholar 

  • https://aboutlearning.com/about-us/4mat-overview/

  • McCoy, L., Pettit, R. K., Kellar, C., & Morgan, C. (2018). Tracking active learning in the medical school curriculum: A learning-centered approach. Journal of Medical Education and Curricular Development, 5, 2382120518765135.

    Article  PubMed  PubMed Central  Google Scholar 

  • McLeod, S. (2017). Kolb’s learning styles and experiential learning cycle. Simply Psychology, 5.

    Google Scholar 

  • Michaelsen, L. K., & Sweet, M. (2012). Fundamental principles and practices of team-based learning. In Team-based learning for health professions education: A guide to using small groups for improving learning (pp. 9–34). Sterling, VA: Stylus Publishing.

    Google Scholar 

  • Newble, D. I., & Entwistle, N. J. (1986). Learning styles and approaches: Implications for medical education. Medical Education, 20(3), 162–175.

    Article  CAS  PubMed  Google Scholar 

  • Novak, S., Shah, S., Wilson, J. P., Lawson, K. A., & Salzman, R. D. (2006). Pharmacy students’ learning styles before and after a problem-based learning experience. American Journal of Pharmaceutical Education, 70(4), 1–8.

    Google Scholar 

  • Parmelee, D. X., DeStephen, D., & Borges, N. J. (2009). Medical students’ attitudes about team-based learning in a pre-clinical curriculum. Medical Education Online, 14(1), 4503.

    Article  Google Scholar 

  • Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio. Educational Leadership, 48(5).

    Google Scholar 

  • Sibley, J., & Ostafichuk, P. (2015). Getting started with team-based learning. Stylus Publishing, LLC.

    Google Scholar 

  • Spencer, J. A., & Jordan, R. K. (1999). Learner centred approaches in medical education. BMJ, 318(7193), 1280–1283.

    Article  CAS  PubMed  PubMed Central  Google Scholar 

  • Stewart, D. W., Brown, S. D., Clavier, C. W., & Wyatt, J. (2011). Active-learning processes used in US pharmacy education. American Journal of Pharmaceutical Education, 75(4), 1–6.

    Google Scholar 

  • Team-Based Learning Collaborative (TBL-collaborative). (2021). Available at: http://www.teambasedlearning.org/

  • Vark Learn Limited. (2021). The VARK modalities. Available at: https://vark-learn.com/introduction-to-vark/the-vark-modalities/

  • Wood, D. F. (2003). Problem based learning. BMJ, 326(7384), 328–330.

    Article  PubMed  PubMed Central  Google Scholar 

  • Xu, J. H. (2016). Toolbox of teaching strategies in nurse education. Chinese Nursing Research, 3(2), 54–57.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. College of Pharmacy, University of Science and Technology of Fujairah, Fujairah, UAE

    Yaser Mohammed Al-Worafi

  2. College of Medical Sciences, Azal University for Human Development, Sana’a, Yemen

    Yaser Mohammed Al-Worafi

Authors
  1. Yaser Mohammed Al-Worafi
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. College of Pharmacy, University of Science and Technology of Fujairah, Fujairah, United Arab Emirates

    Yaser Mohammed Al-Worafi

Rights and permissions

Reprints and permissions

Copyright information

© 2023 Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Al-Worafi, Y.M. (2023). Teaching Strategies in Developing Countries: Public Health Education. In: Al-Worafi, Y.M. (eds) Handbook of Medical and Health Sciences in Developing Countries . Springer, Cham. https://doi.org/10.1007/978-3-030-74786-2_117-1

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-74786-2_117-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-74786-2

  • Online ISBN: 978-3-030-74786-2

  • eBook Packages: Springer Reference MedicineReference Module Medicine

Publish with us

Policies and ethics

Search

Navigation