TY - JOUR
T1 - Signature Pedagogies versus Trauma Informed Approaches
T2 - Thematic Analysis of Graduate Students’ Reflections
AU - L. Friedman, Zahava
N1 - Publisher Copyright:
© 2022 Society for Public.
PY - 2023/3
Y1 - 2023/3
N2 - The COVID-19 pandemic is evidenced as a traumatic event, impacting college students preparing for healthcare careers. Trauma-informed pedagogical evidence-based recommendations include clear instruction, faculty availability, and open acknowledgment of challenges. This study explored trauma-informed mechanisms embedded in a fully online health sciences course at a public New Jersey university, given during COVID-19 pandemic in spring, 2021, to ascertain student perceptions of mechanisms and sense of belonging within the online classroom environment. Thirty-four (n = 34) Master’s and Doctoral graduate students were enrolled in this course, which met for 3 hours weekly, for a 15 week semester. Qualitative data were collected from students, including 42 reflective posts per student (for a total of 1,428 reflections) and anecdotal observations at semester’s end. Via qualitative reflexive thematic analysis, the following four themes emerged: (1) Recognizing the Moment, (2) Creating Empathic Connections, (3) Appreciating Availability/Flexibility, and (4) Clarity of Instruction. These themes are discussed, and implications for an actionable model for signature pedagogies embedded in trauma-informed care in graduate health science education are reviewed.
AB - The COVID-19 pandemic is evidenced as a traumatic event, impacting college students preparing for healthcare careers. Trauma-informed pedagogical evidence-based recommendations include clear instruction, faculty availability, and open acknowledgment of challenges. This study explored trauma-informed mechanisms embedded in a fully online health sciences course at a public New Jersey university, given during COVID-19 pandemic in spring, 2021, to ascertain student perceptions of mechanisms and sense of belonging within the online classroom environment. Thirty-four (n = 34) Master’s and Doctoral graduate students were enrolled in this course, which met for 3 hours weekly, for a 15 week semester. Qualitative data were collected from students, including 42 reflective posts per student (for a total of 1,428 reflections) and anecdotal observations at semester’s end. Via qualitative reflexive thematic analysis, the following four themes emerged: (1) Recognizing the Moment, (2) Creating Empathic Connections, (3) Appreciating Availability/Flexibility, and (4) Clarity of Instruction. These themes are discussed, and implications for an actionable model for signature pedagogies embedded in trauma-informed care in graduate health science education are reviewed.
KW - COVID-19 pandemic
KW - health science education
KW - mental health
KW - online education
KW - trauma-informed pedagogy
UR - http://www.scopus.com/inward/record.url?scp=85136525215&partnerID=8YFLogxK
U2 - 10.1177/23733799221118575
DO - 10.1177/23733799221118575
M3 - Article
AN - SCOPUS:85136525215
SN - 2373-3799
VL - 9
SP - 17
EP - 26
JO - Pedagogy in Health Promotion
JF - Pedagogy in Health Promotion
IS - 1
ER -