Artefact 4
Social Determinants of Health
This class evolved from my work completed an Instructional Skills Workshop through the college:
https://www.iswnetwork.ca/ They endorse using the BOPPPS method which I found helped me hone my teaching skills
especially around identifying learning objectives. A new program was created and the college was
looking for an instructor to come over from my department. I interviewed for the class using the BOPPPS
method and the topic Social Determinants of Health. I was terrified as it was the first time, I had taught for
anyone formally evaluating me. But, I was successful and awarded the class and so I turned my small
teaching interview into a larger class. I wish I had kept a copy of that early form.
Students learn in all kinds of way, and I wanted to be able to present the topic in a manner that would incite conversation and questioning as this can lead to increased retention and understanding. Keep in mind, the students also had a companion textbook for the course, so we simply review what they read, just to clarify the understanding of each of the social determinants of health, and then I separate the students into groups. Each group gets a different bundle of photos and then for each photo they write down which social determinants of health they think applied. There was no limit to how many per picture. They discussed among their groups their thoughts, wrote down possible answers and then moved onto the next group of photos. As a larger group I would pick some of the photos to post up and then ask for suggestions but also asking for a rationale as to why they chose the particular determinant of health.
This activity is a little different than say a reflective journal, but I am building reflective practice into the learning process by showing and giving space for students to pause, observe, interpret, and evaluate. These are the exact skills they need to carry forward into both professional practice and deeper academic learning and build reflective and critical thinking skills.
Key principles in Knowles’ theory of andragogy, participatory and problem-centred, are addressed using the BOPPPS model, courses I thoroughly enjoyed in MAIS journey. Adult learners need to know why they’re learning something, prefer to draw from their own experiences, and are most engaged when learning is applicable to real life. Using a photo-based group activity, students have the opportunity to connect the theory (social determinants of health) with practice (real images). And of course, I would be remiss not to mention Mezirow’s Transformative Learning Theory, emphasizes dialogue and reflection as essential to adult learning. The students are encouraged to ask questions, discuss answers, find support and then possibly change their understanding.
