Tackling Colourism through Storytelling in an Online Course for Public Health Professionals

Autor/inn/en	Santoso, Monique; Agrawal, Reena; Tiwari, Kritika; Manjanatha, Deepa; Austin, S. Bryn; McAdams-Mahmoud, Ayesha; Craddock, Nadia; Raffoul, Amanda
Titel	Tackling Colourism through Storytelling in an Online Course for Public Health Professionals
Quelle	In: Health Education Journal, 82 (2023) 4, S.430-443 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Santoso, Monique) ORCID (Manjanatha, Deepa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/00178969231164039
Schlagwörter	Public Health; Online Courses; Story Telling; Health Promotion; Health Behavior; Pilot Projects; Physical Characteristics; Indians; Social Change; Intention; Human Body; Allied Health Occupations Education; Student Attitudes; Seminars; Racial Segregation; Case Method (Teaching Technique); Teaching Methods; Learning Management Systems; Course Evaluation; Foreign Countries; Health Personnel; Graduate Students; Course Descriptions; Social Media; Secondary School Students + Suchen Sie Ihr Suchwort? Gesundheitswesen; Online course; Online-Kurs; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Health behaviour; Gesundheitsverhalten; Pilot project; Modellversuch; Pilotprojekt; Körperliche Erscheinung; Inder; Sozialer Wandel; Menschlicher Körper; Schülerverhalten; Seminar; Rassentrennung; Case method; Fallmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Medizinisches Personal; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kursstrukturplan; Soziale Medien; Sekundarschüler
Abstract	Objective: Strategic storytelling can be used to reframe dominant cultural narratives and improve community health outcomes. This pilot study assessed the impact of an original, online 3-week e-course, delivered from November to December 2021, in increasing learners' knowledge of and concern for the seriousness of skin-shade discrimination and the use of skin-lightening products in India, increasing learners' understanding of storytelling-based communication techniques for public health promotion, and increasing learners' intentions to use strategic storytelling for social change. Design, Setting and Method: The course used case-method pedagogy to address colourism and cosmetic skin lightening. Learners (N = 25) completed a pre-course baseline survey on their knowledge and concerns regarding colourism and the use of skin-lightening products, as well as their expectations and interests in taking the course. Following course completion, learners completed a post-webinar survey. The Wilcoxon Signed-Rank test was used to assess differences from pre- to post-course surveys on quantitative items. Open-ended responses were also analysed using qualitative content analysis for recurring themes on learner interest and experience. Results: From pre- to post-course surveys, there were significant improvements in learners' knowledge of skin shade discrimination and the use of skin-lightening products (p < 0.05). Learners indicated being more concerned about the seriousness of skin shade discrimination post-course compared to pre-course. Learners also described a positive learning experience and indicated that the e-course enhanced their understanding of strategic storytelling. Conclusion: Findings highlight the importance of an original e-course that uses case-method pedagogy to build knowledge and skills that addresses the impacts of colourism on the health of Indian adolescents and provides new directions for future research on health education interventions that aim to tackle colourism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01