Development & Evaluation of a Teaching Assistant Institute to Build Near-Peer Teaching Capacity in Delivering Inclusive Public Health Education.
Teaching assistants (TAs) play a significant role in students' learning environment and experience but receive limited training in the non-curricular aspects of teaching and student support. Graduate students frequently engage in near-peer teaching, with student teachers with one or more years' expe...
| Publicado en: | Journal of Community Health Vol. 50; no. 3; pp. 416 - 423 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Jun2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=185099782&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 185099782 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00945145 JCH jtl: Journal of Community Health issn: 00945145 maglogo: N pubinfo: dt: Jun2025 vid: 50 iid: 3 pid: 237 pub: Springer Nature artinfo: ui: 185099782 10.1007/s10900-024-01425-7 ppf: 416 ppct: 7 formats: fmt: – @attributes: type: T – @attributes: type: P size: 780KB tig: atl: Development & Evaluation of a Teaching Assistant Institute to Build Near-Peer Teaching Capacity in Delivering Inclusive Public Health Education. aug: au: Garbers, Samantha Westley, Lauren A. Pinho, Helen de Hooper, Leah Perzanowski, Matthew Joseph, Michael A. affil: https://ror.org/04t5xt781 Department of Public Health & Health Sciences, Northeastern University Bouvé College of Health Sciences, 336 Huntington Avenue, 02115, Boston, MA, USA https://ror.org/00hj8s172 Heilbrunn Department of Population & Family Health, Columbia University Mailman School of Public Health, New York, NY, USA https://ror.org/00hj8s172 Columbia University Graduate School of Business, New York, NY, USA https://ror.org/00hj8s172 Office of the Dean, Columbia University Mailman School of Public Health, New York, NY, USA https://ror.org/00hj8s172 Department of Environmental Health Science, Columbia University Mailman School of Public Health, New York, NY, USA su: School environment Curriculum Affinity groups Evaluation of human services programs Teaching methods Teaching College teachers Confidence Public health Questionnaires Descriptive statistics Pre-tests & post-tests Research Research methodology Comparative studies sug: subj: School environment Curriculum Affinity groups Evaluation of human services programs Teaching methods Teaching College teachers Confidence Public health Health and Welfare Funds Questionnaires Descriptive statistics Pre-tests & post-tests Research Research methodology Comparative studies keyword: Education Curriculum and Pedagogy Specialist Studies In Education Inclusive teaching Peer teaching Public health education Teaching assistants Training Education Curriculum and Pedagogy Specialist Studies In Education Inclusive teaching Peer teaching Public health education Teaching assistants Training ab: Teaching assistants (TAs) play a significant role in students' learning environment and experience but receive limited training in the non-curricular aspects of teaching and student support. Graduate students frequently engage in near-peer teaching, with student teachers with one or more years' experience compared to learners engaged in a structured teaching role. Academic institutions may perpetuate racism and its effects on health through institutional norms and pedagogy; training TAs to foster inclusive learning environments is therefore essential. In a complex, interdisciplinary public health Core curriculum, a required TA Training Institute was established to address the specific challenges of near-peer teaching. Content included managing sideways; effective modes of communication; boundary setting; referring students for support while taking care of one's own needs; and maintaining an inclusive learning environment, including managing heated, offensive, and/or tense (HOT) moments. The mixed-methods evaluation among 181 participants assessed 12 learning objectives; for all outcomes assessed, confidence in performing each job function was consistently high (87-100%) and increased statistically significantly post-training (McNemar p < 0.001). Lowest confidence was reported for responding to HOT moments (87%). TAs need training to support belonging and inclusion. This evaluation of a replicable training revealed significant improvements, with additional support needed to manage HOT moments. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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