Project Related:

Educational Resources

  • Teacher Workshops

    Grade:
    Resource: teacher workshops

  • Student Programs

    Grade:
    Resource: family health nights

  • Parent Workshops

    Grade:
    Resource: family health nights

  • Museum Exhibits

    Grade:
    Resource: museum exhibits

Building Bridges to Health Science Literacy

Grant Code: R25RR022732

Funding Years: 04/01/2006 - 03/31/2011

Institution: University of Tennessee College of Medicine

Department: University of Tennessee College of Medicine

Address:
930 Madison Ave., Suite 836
Memphis, TN, 38163

PI:
SHREVE, ROBERT G.,
Phone: (901) 448-5506
Fax:
Email: rshreve@utmem.edu

Co-PI:
TAGUE, LARRY,
Phone:
Fax:
Email: ltague@utmem.edu

Co-PI:
PARK, VICKI,
Phone:
Fax:
Email: vpark@utmem.edu

URL: http://bbhsl.mecca.org/
Audience

1) K-12 teachers, K-12 students and their families and 2) general public and individuals participating in clinical research

Project Description

AIM 1 - A. Introduce authentic Problem-Based Learning (PBL) into Memphis learning communities. B. Train K-12 science teachers to integrate PBL teaching and learning paradigms into their instructional strategies which conform to district, state, and national curriculum standards. C. Facilitate PBL case development across grade levels. D. Introduce PBL to UTHSC students and selected faculty. E. Establish PBL case development teams populated with UTHSC students and K-12 PBL teachers to facilitate the incorporation and alignment of health science into current Memphis City Schools- curriculum. AIM 2 - A. Promote health through genetic literacy. B. Develop educational interventions that are focused and actionable. The focus of the first deliverable is genetic basis of type 2 diabetes, including modules on how genes move through families, explanation and model of genetic basis of complex disease, and recommendations for assembling a family health history. C. Disseminate through established avenues for health promotion such that genetic literacy becomes a component of overall health literacy. AIM 3 - A. Build community partnerships that promote the dissemination of health science content. B. Introduce PBL into the interactive health science aspects of local museums, using principles of PBL to promote health and science literacy. C. Inject university expertise to promote common goals, including health promotion, through partnerships with local museums and other community venues with multiple sites.

Resources for Sharing

1. An interactive website for providing PBL information to teachers. 2. An informational website providing students and the public with PBL content. 3. PBL cases and resources which are developed and shared with participants in BBHSL program and CERTL (Wake Forest University School of Medicine). 4. Materials to promote genetic literacy which are developed for the Heredity Project (graphics and text currently available; website in development: www.heredityproject.org). 5. PBL and genetics content integrated into suitcase and floor exhibits through a collaborative partnership with the Pink Palace Museum.

Dissemination Strategies

1. Present BBHSL content and findings at national and regional conferences and meetings. 2. Actively share the PBL model with similar institutions and informal learning environments. 3. Maximize regional and national outreach through promotion of genetic literacy and PBL strategies through website, printed materials, and presentations. 4. Disseminate information and products through the network infrastructure beyond Memphis City Schools to surrounding communities. 5. Expand collaboration efforts with Wake Forest University School of Medicine to develop more PBL modules and make them available to additional school systems.

Abstract

"Building Bridges to Health Science Literacy" proposes to raise the appreciation and understanding of health science research through community outreach. The project takes advantage of several established community resources: Memphis Science Partners, Memphis Educational Computer Connectivity Alliance (MECCA), the Pink Palace Museum, and the UT General Clinical Research Center. Memphis Science Partners and MECCA are established partnerships between the University of Tennessee Health Science Center and the Memphis City Schools. The programs have brought hands-on science learning to underserved schools. Additionally, a service-learning program brings professional students into the schools as role models and teachers. The first goal of this proposal is to use the foundation built by Memphis Science Partners to introduce authentic problem-based learning to Memphis schools. This teaching method will be developed in multiple academic and community venues in order to cultivate inquiry-based learning among underserved minority students and their families. These activities will contribute to the long-term well-being of the community and will prepare the next generation of health professionals. The second goal of this proposal is to develop an educational program within the General Clinical Research Center, the primary site for clinical research at the University of Tennessee Health Science Center. The educational program will focus on genetic research and will be delivered to research subjects. Through systematic, step-wise development, the educational program will illustrate and explain the process and goals of genetic research. By building off participants' own experiences with illness and disease and by using common attributes of family and society, the program will enable participants to knowledgeably incorporate genomic medicine into healthcare. By targeting individuals with a self-selected interest, the program will promote advocacy among those already involved in clincal research. The genetics curriculum developed here will then be expanded and integrated into the service learning and museum activities. Through coordination with established programs, these new efforts will accomplish significant outreach, thereby enhancing health science literacy throughout the Memphis community and mid-south region.

Keywords

problem based learning, inquiry, minority, student, genetic research, genomic medicine, genetics

View the Poster as presented at the 2006
SEPA Program Director's Conference

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