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Universities are already adopting AI to automate answers to commonly asked questions and even using AI tools to review students resumes prior to them talking to career consultants. Short for "Generative Pre-trained Transformer", Chat GPT is an of example of generative artificial intelligence (AI) technology that allows users to converse with machines in a natural way. Headlines have touted that AI technologies will be the death of the traditional college essay or how faculty need to AI-proof their assignments, and others say that AI could be great for college essays ([3]; [4]; [6]). [Extracted from the article]

COVID-19 has altered public health higher education and its impact on pedagogy will be felt long into the future. In response to social distancing measures, teaching academics implemented a number of changes to curricula. It is important to better understand and begin to evaluate these changes, as well as set a course for future changes to public health curricula both during and after the pandemic to best enable transformative learning. Teaching academics have an understanding of academic hierarchies and student perceptions and are well placed to provide insights into current and future changes to pedagogy in response to the pandemic. A survey was developed to examine changes that academics had made to their teaching in response to COVID-19. Responses were received from 63 public health teaching academics from five universities in Australia, the United States, and Canada. Public health teaching academics rapidly implemented a number of changes to their teaching, including alterations that enabled online teaching. The great majority of changes to teaching were related to tools or techniques, such as synchronous tutorials delivered in a video meeting room. There remains further work for the public health pedagogy community in reevaluating teaching aims and teaching philosophies in light of the COVID-19 pandemic. This could include examination of the weighting of different topics, including communicable diseases, in curricula. A series of questions to assist academics reformulating their curricula is provided. Public health teaching evolved rapidly to meet the challenges of COVID-19; however, ongoing adaptation is necessary to further enhance pedagogy. [ABSTRACT FROM AUTHOR]

Aim: To explore the health workforce responses to COVID‐19. Design: Analysis of job advertisements. Methods: We collected advertisements for healthcare jobs which were caused by and in response to COVID‐19 between 4 March–17 April 2020 for the United States, Canada, United Kingdom, Australia and New Zealand. We collected information on the date of the advertisement, position advertised and location. We categorized job positions into three categories: frontline, coordination and decision support. Results: We found 952 job advertisements, 72% of which were from the United States. There was a lag period between reported COVID‐19‐confirmed cases and job advertisements by several weeks. Nurses were the most advertised position in every country. Frontline workers were substantially more demanded than coordination or decision‐support roles. Job advertisements are a novel data source which leverages a readily available information about how workforces respond to a pandemic. The initial phases of the response emphasise the importance of frontline workers, especially nurses. [ABSTRACT FROM AUTHOR]

Health promotion teaching and learning is informed by the competencies of our profession, and importantly, it involves continually improving our practice so that, in turn, we improve the learning experiences of our students. The student voice is pivotal to this teaching and learning opportunity, and while we might seek student feedback after we have finished teaching a course, it is less common to obtain feedback in a regular and routine manner throughout the delivery of the course. This is a lost opportunity for students, teachers, and for health promotion practice. One mechanism to redress this gap is the use of "time-critical-feedback," which involves a teacher undertaking the collection, analysis, and use of information about the learning experiences of students after each in-class or online session. Crucially, as a form of student-to-teacher feedback, time-critical-feedback can enable us to understand the impact of our teaching through the eyes of our learners, resolve concerns more quickly, enhance the joy of teaching, increase student engagement, and strengthen student voice. After all, our learners are the eyes, ears, and hearts of our impact. [ABSTRACT FROM AUTHOR]

Increasingly recognized as an educational domain in its own right, Ma-ori health is a central focus of medical and health sciences curricula in Aotearoa/New Zealand. As part of the Bachelor of Health Sciences offered at the University of Canterbury, Ma-ori health content is taught in a compulsory introductory course "Ma-ori Health Issues & Opportunities" (HLTH 106), positioned at the interface of Ma-ori health and public health. The course follows a trajectory through Ma-ori history, the Treaty of Waitangi, colonization, and the emergence of inequities, ending with structural and Ma-ori-led approaches for redress. Much of the content challenges prevailing public discourses relating to Aotearoa/New Zealand's settlement and status as an egalitarian society, the basis of many students' preconceptions. A social determinants of health frame has supported the navigation of this "tricky" terrain, and the construction of evidence-based counternarratives. Iterative curriculum development demonstrated the value of taking account not only of learner needs but also the characteristics of public health that may hinder learning. [ABSTRACT FROM AUTHOR]

Opportunities for evaluating experiential learning activities in tertiary public health education are growing. It has previously been shown that utilizing the "This is Public Health" (TIPH) sticker campaign as an experiential photo essay task led to increased understanding of public health. Emerging mobile technologies such as geocaching, which provide an opportunity to increase the experiential component of the TIPH photo essay task, have not been evaluated. This study aimed to determine whether adding geocaching to the TIPH photo essay task increased the efficacy of learning about public health, when compared with the TIPH photo essay task alone. A two-arm nonrandomized trial was conducted with 785 allied health and preprofessional teaching students studying first-year public health courses. Students were allocated to either the TIPH photo essay task (n = 210) or the TIPH photo task plus geocaching (n = 92) according to the course they were enrolled into. The primary outcome was the quality of the definition of public health provided by students, which was assessed using the Definition of Public Health Rating Scale. Data were analyzed using a linear mixed model. Of 302 (39%) students who consented to participate, 212 (70%) provided baseline and follow-up data. After adjusting for baseline demographic differences, the geocaching group had improved knowledge of public health at follow-up according to the Definition of Public Health Rating Scale (increasing 0.29 units more than the traditional group; p =.03). As this increase in knowledge score is unlikely to be of practical significance, the additional burden of implementing geocaching may not be justified. [ABSTRACT FROM AUTHOR]

Studies regarding the effectiveness of online learning compared with that of face to face (F2F) learning are conflicting. Some studies show students studying online have better outcomes, some show they have worse outcomes, and others show there is no difference. This retrospective cohort study compares competence in epidemiological concepts at the end of a graduate unit between Masters of Public Health students who studied F2F and those who studied online. In this unit, F2F students attended a 1-hour lecture (which was recorded) and a 2-hour tutorial each week. Online students listened to the recorded lecture and covered the same tutorial material through a facilitated asynchronous discussion board or a weekly synchronous 2-hour webinar. Students completed the same optional in-semester assignment and end of semester open-book exam. The results from 442 students (55% F2F) who completed the unit between 2015 and 2018 inclusive were included. The analysis compared final unit marks, controlling for prior academic performance. Results indicate that competence was reasonable in both formats of the unit but higher in F2F students, who after adjustment for prior degree academic performance achieved an average of 4.6 (95% confidence interval [2.2, 7.1]) more marks than online students. The better performance for F2F students was particularly true for students with poorer prior academic performance. These results suggest that F2F mode was more effective than online mode, particularly for students with a lower prior academic performance. Course instructors could usefully focus on enhancing student–instructor interaction and targeting students with lower academic ability when delivering online units of study. [ABSTRACT FROM AUTHOR]

The international emergence of undergraduate education in public health has transformed the public health education landscape. While this shift is clearest and most widely evaluated in the United States, efforts in other parts of the world—such as Australasia—have not kept pace. This article aims to redress the evidence gap by identifying and discussing the different approaches through which Australian and New Zealand universities deliver public health education at the undergraduate level. A content analysis was conducted of online handbook information published by 47 universities across Australia and New Zealand, to gauge the various ways in which these universities implement undergraduate public health education. Each offering identified was assigned to one of four predetermined categories. Of the 47 universities, 45 were found to offer some form of undergraduate coursework in public health. Offerings took primarily the form of single subjects. Less commonly implemented were specializations (n = 20), stand-alone undergraduate degrees (n = 11), and double degree combinations (n = 6). This breadth of activity highlights the need for renewed efforts in evaluating undergraduate public health education across the region. Further research is recommended into three areas: (1) emerging best practices in curriculum development and implementation, (2) explorations of public health accreditation in the region, and (3) the outcomes achieved by students and graduates of undergraduate public health degrees across Australia and New Zealand. These efforts will ultimately strengthen the operationalization and contribution of this education in helping shape the future public health workforce in Australasia. [ABSTRACT FROM AUTHOR]

Future climate change is predicted to diminish essential natural resource availability in many regions and perhaps globally. The resulting scarcity of water, food and livelihoods could lead to increasingly desperate populations that challenge governments, enhancing the risk of intra- and interstate conflict. Defence establishments and some political scientists view climate change as a potential threat to peace. While the medical literature increasingly recognises climate change as a fundamental health risk, the dimension of climate change-associated conflict has so far received little attention, despite its profound health implications. Many analysts link climate change with a heightened risk of conflict via causal pathways which involve diminishing or changing resource availability. Plausible consequences include: increased frequency of civil conflict in developing countries; terrorism, asymmetric warfare, state failure; and major regional conflicts. The medical understanding of these threats is inadequate, given the scale of health implications. The medical and public health communities have often been reluctant to interpret conflict as a health issue. However, at times, medical workers have proven powerful and effective peace advocates, most notably with regard to nuclear disarmament. The public is more motivated to mitigate climate change when it is framed as a health issue. Improved medical understanding of the association between climate change and conflict could strengthen mitigation efforts and increase cooperation to cope with the climate change that is now inevitable. [ABSTRACT FROM AUTHOR]