Using antioppressive teaching principles to transform a graduate global health course at Johns Hopkins University

Bibliographic Data

ID21880273
AuthorsAnna Kalbarczyk (0000-0002-6143-8634, Johns Hopkins University, corresponding author), Anushka Aqil (0000-0001-8237-6420, Johns Hopkins University), Molly Sauer (0000-0002-5837-6997, Johns Hopkins University), Pranab Chatterjee (0000-0001-6443-608X, Johns Hopkins University), Keilah A Jacques (Health, Behavior, and Society, Johns Hopkins University Bloomberg School of Public Health, Baltimore, Maryland, USA), Keilah Jacques (0000-0002-8947-1284, Johns Hopkins University), Gerry Mooney (0000-0001-7775-9558, Johns Hopkins University), Graham Mooney (History of Medicine, Johns Hopkins University, Baltimore, Maryland, USA), Alain Labrique (0000-0003-2502-7819, Johns Hopkins University), Krystal Lee (Johns Hopkins University)
Year2023
Volume8
Issue3
Pagese011587
Publication date2023-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBMJ Global Health (JOURNAL)
Journal identifiersISSN: 2059-7908 • E-ISSN: 2059-7908
PublisherBMJ (PUBLISHER • GB)
DOI10.1136/bmjgh-2022-011587
PMID36977524
OpenAlexW4361225060
LanguageEN
Citations received1
References cited12

Education systems and pedagogical practices in global public health are facing substantive calls for change during the current and ongoing ‘decolonising global health’ movement. Incorporating antioppressive principles into learning communities is one promising approach to decolonising global health education. We sought to transform a four-credit graduate-level global health course at the Johns Hopkins Bloomberg School of Public Health using antioppressive principles. One member of the teaching team attended a year-long training designed to support changes in pedagogical philosophy, syllabus development, course design, course implementation, assignments, grading, and student engagement. We incorporated regular student self-reflections designed to capture student experiences and elicit constant feedback to inform real-time changes responsive to student needs. Our efforts at remediating the emerging limitations of one course in graduate global health education provide an example of overhauling graduate education to remain relevant in a rapidly changing global order

Medical education · Political science · Sociology · Engineering · Ethics in medical practice · Global Health and Surgery · Innovations in Medical Education · Medicine · Gerontology

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