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Table 2 Description of a selection of in-class learning activities

From: A novel integration of online and flipped classroom instructional models in public health higher education

Example 1
Activity name: Linking thinking for environmental health
Summary of activity: Each student selects a health issue of interest. Working on their own, students create an influence diagram on a large blank piece of paper that explicitly illustrates the links between their selected health issue and the environment or environmental factors. In pairs, the students describe their influence diagram to one another. Finally, the instructor facilitates a discussion around the following questions "Was it difficult to integrate the environment and/or environmental factors into the influence diagram for your selected health issue? Why or why not?"
  Adapted from [19]
Example 2
Activity name: Shipbreaking in Alang, India
Summary of activity: Before coming to class, students are instructed to watch the documentary ‘Shipbreakers’. This documentary acted as background knowledge to complete the case-study described below. Students work on the case-study in groups of 3 or 4.
  You and your co-workers from Workplace Health Without Borders have recently returned from a visit to the shipbreaking port in Alang, India (the movie that you watched before coming to class this week served as your visit). Although it was a short trip, while in Alang you had the opportunity to observe the work setting and living conditions as well as to speak with many shipbreakers, port owners, the doctor, and other members of the community. Upon your return, your boss has asked for a review of what you saw and learned while visiting Alang. Specifically, she would like you and your colleagues to create a presentation that addresses the following questions:
  1. Who works in the shipbreaking yards? Describe relevant characteristics of workers in the shipbreaking yards.
  2. What are the major health hazards associated with shipbreaking identified during your visit?
  3. Use the following classification scheme (from the Canadian Centre for Occupational Hazards and Safety) to classify the hazards you have identified as: a) Biological; b) Chemical; c) Ergonomic (i.e. repetitive strain injury); d) Physical (noise, radiation); e) Psychosocial.
  4. For the chemical hazards identified, note the potential health implications using information provided by the Agency for Toxic Substances and Disease Registry at the following website: http://www.atsdr.cdc.gov/toxfaqs/index.asp.
  5. Drawing on your experience in Alang, what are possible research activities, interventions, or policy changes that our organization could implement to improve the current situation in Alang? Be sure to provide ample justification for your proposed research, intervention, or policy ideas.
Example 3
Activity name: Toxicology, epidemiology, and risk assessment problem set
Summary of activity: Students work in pairs to solve problems applying toxicology, epidemiology, and risk assessment concepts.