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Healthy Writing: Integrating Writing...

Patil, Uday A. J.

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Healthy Writing: Integrating Writing Skill Development into Undergraduate Public Health Curricula.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Healthy Writing: Integrating Writing Skill Development into Undergraduate Public Health Curricula./
Author:	Patil, Uday A. J.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	114 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
Subject:	Public health. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30819184
ISBN:	9798381719741

Healthy Writing: Integrating Writing Skill Development into Undergraduate Public Health Curricula.
Patil, Uday A. J.

Healthy Writing: Integrating Writing Skill Development into Undergraduate Public Health Curricula. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 114 p.

Source: Dissertations Abstracts International, Volume: 85-08, Section: A.

Thesis (Ph.D.)--University of Hawai'i at Manoa, 2023.

This item must not be sold to any third party vendors.

Undergraduate public health programs are booming. Public health graduates with strong writing skills are in high demand and are better prepared for a wider array of writing tasks in employment across the health sciences (Valladares et al., 2018). However, students are not writing well. While the theoretical benefits of writing instruction and practice in undergraduate public health coursework are transparent (August et al., 2019; Mackenzie, 2018; Valladares et al., 2018), implementing such ideas is still opaque. There are few established models or conceptual frameworks to guide the integration of public health topics to existing best practices in undergraduate writing pedagogy. This dissertation (a) qualitatively reviewed the program landscape of undergraduate writing in public health to create a framework of factors that support writing instruction and fitted this information into an intervention curriculum; (b) qualitatively evaluated the intervention; and (c) quantitatively evaluated the intervention.Findings show there are common instructional strategies practiced in undergraduate public health programs that result in better student writing outcomes. However, implementation of these practices into a writing-intensive public health course yielded limited and inconsistent results. More research is needed into public health-specific writing pedagogy to better prepare students for school and work.

ISBN: 9798381719741Subjects--Topical Terms:

534748
Public health.
Subjects--Index Terms:

Public health graduates

Healthy Writing: Integrating Writing Skill Development into Undergraduate Public Health Curricula.
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500 $a Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
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506 $a This item must not be sold to any third party vendors.
520 $a Undergraduate public health programs are booming. Public health graduates with strong writing skills are in high demand and are better prepared for a wider array of writing tasks in employment across the health sciences (Valladares et al., 2018). However, students are not writing well. While the theoretical benefits of writing instruction and practice in undergraduate public health coursework are transparent (August et al., 2019; Mackenzie, 2018; Valladares et al., 2018), implementing such ideas is still opaque. There are few established models or conceptual frameworks to guide the integration of public health topics to existing best practices in undergraduate writing pedagogy. This dissertation (a) qualitatively reviewed the program landscape of undergraduate writing in public health to create a framework of factors that support writing instruction and fitted this information into an intervention curriculum; (b) qualitatively evaluated the intervention; and (c) quantitatively evaluated the intervention.Findings show there are common instructional strategies practiced in undergraduate public health programs that result in better student writing outcomes. However, implementation of these practices into a writing-intensive public health course yielded limited and inconsistent results. More research is needed into public health-specific writing pedagogy to better prepare students for school and work.
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