| Summary: | Aims: To develop student understanding of behavioural/psychological health issues relevant torural, remote, and extreme public health environments and provide foundation skills in managingthese. In particular, it was aimed to engage a student cohort without a strong background inbehavioural health studies. Methods: An online unit was developed and implemented that introduced non-behavioural healthstudents to factors that influence behavioural/psychological health in rural, remote, and extremeenvironments including Antarctica, Space, Military zones, Mining operations, cults, Disaster workers,and Refugees, incorporating experiential learning opportunities in both formative and summativeassessment processes. Students completed measures at baseline, mid-semester, and end-of semesterassessing knowledge of relevant behavioural health issues and confidence in managingthese issues, relevant to learning tasks within the unit. Results: Students from a range of backgrounds, including medicine, paramedicine, psychology,behavioural sciences, business, and Antarctic studies enrolled in this unit. At commencement, thosestudents with a psychology/behavioural health background demonstrated greater knowledge andreported higher confidence in managing behavioural health issues in rural, remote and extremeenvironments. However, by the end of semester these differences were non-significant. Thosestudents without a behavioural health background reported significantly greater increases inknowledge and confidence than those with a behavioural health background. Qualitative dataindicated that students attributed improvements in knowledge and confidence to experientiallearning exercises completed within the unit. Conclusion: Experiential learning methods assist in student learning, particularly in areas of studyoutside their existing knowledge base.
|
|---|