Assessment of a Public Health Promotion and Education Module at the Graduate Level: A Basis for Revision of Learning Resource Material for Teaching and Training Health Promotion and Education

Jonathan P. Guevarra, Buenalyn Teresita M. Ramos-Mortel, Ernesto R. Gregorio Jr.,
and Eleanor C. Castillo

Department of Health Promotion and Education, College of Public Health,
University of the Philippines Manila

Objectives. This study assessed the existing Public Health Promotion and Education 210 module (PHPE 210) as basis for the revision of the learning resource material. Specifically, this study determined the stakeholders' perceptions on the module in terms of: (1) its presentation, organization, topics covered, clarity/user-friendliness and its relevance to practice; (2) its strengths and weaknesses; and (3) the topics that need to be integrated in the resource material.

Methods. A qualitative approach was used for this study. Through purposive sampling, 4 focus group discussions and 11 key informant interviews were done. Topic Guide was used as the main data collection instrument. Informed consent was obtained prior to data collection. Data was described verbatim, emerging themes and actual quotations from the particiapants and informants were extracted in the succeeding analysis.

Results. The results of the focus group discussions and key informant interviews, in general, were similar and actually complemented each other. The module was perceived to be relevant, comprehensive and logically organized. The historical foundation needs to be presented in a more concise and updated manner, and examples and practical applications of the PRECEDE-PROCEED model must be used. To update the module and make it more relevant to the present issues, innovative health promotion strategies such as social media, healthy settings, health in all policies, and multi-sectoral approach must be included in the revised version. Practical applications of the theories and health promotion and education strategies also need to be considered in the revised version. Practical applications of the theories and health promotion and education strategies also need to be considered in the revision of the module. The module has to be presented in a more reader-friendly manner, easy-to-user and visually appealing to its readers.

Conclusion. This study demonstrated the importance of incorporating the perceptions of educators, module developers, practitioners, experts, and the learners or students in assessing and redesigning a more relevant learning resource material. With the current trends and emerging issues in health promotion and education, an evidence-based development and improvement of learning resource modules to make them relevant to changes have to be continously undertaken.

Key Words: Health Promotion and Education (HPE), Public Health Promotion and Education (PHPE) Module, module revision