My best resource of 2003: an Health Promotion course out of the ordinary

by Sophie Dupéré, Québec, Canada

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The ETC-PHHP/EUMAHP European dimension of Health Promotion course, in which I participated this past summer, was the best resource in Health Promotion I found in 2003. The European Training Consortium in Public Health and Health Promotion^[1], consisting of eight Public Health schools and institutions from eight European countries since 1989, organizes annual training courses at the post-graduate level focusing on the development of tools for Health Promotion strategies in Europe. This year the summer course took place at the Department of Health Promotion, National University of Ireland, Galway.

After presenting a brief description of the course, I will discuss how this experience has made an impact on me and why I think it is such a valuable resource for other professionals in Health Promotion.

This four-week summer course was divided into two blocks. The first block was a distance-learning module. The main objectives were to familiarize the participants with the principles and practices of Health Promotion in the European context, to reflect on the main challenges faced within this field and critically appraise the national HP strategy of each represented country. Participants were provided with a list of references in Health Promotion. Discussion forums were held to facilitate the exchange of information amongst course participants and tutors, and assist in the drafting of essays and presentations on each country’s main Health Promotion challenges.

The second block consisted of a two-week intensive course with morning and afternoon sessions. In addition to the course participants, diverse experts were invited to present and exchange with the group. For instance, we had the opportunity to meet and discuss with Dr Wilfried Kamphausen from the European Commission. Group work and problem-solving exercises were some of the peer-based learning methods used by the tutors, which enhanced the overall “classic” seminar format. I appreciated the diversity of the topics covered and the scientific thoroughness of the program.

So far it seems like a typical, well organised summer course. So what was so special about this one? In my opinion, there were at least four distinguishable factors that make it a valuable and unique resource in Health Promotion:

• 1. One particular interesting aspect was the diversity of the group attracted to this course. This year, there were 30 participants and 15 tutors from 17 different countries. Among the participants, there was a mix of full-time students, professors, health care and research professionals working in an array of settings: public health units, research units, academic departments, community groups and health services. They were also from a variety of disciplines and although this is usually a common characteristic in the field of Health Promotion, the crossing of expertise and experiences in this instance was particularly enriching and intellectually refreshing. Having completed my schooling in Québec, Canada, I had rarely been exposed to the European academic community and this experience increased my awareness of other important perspectives.

• 2. The ratio of student/tutor (almost 2 for 1) was particularly high and was not theoretical in the sense that the large majority of the tutors actively participated in the entire 2 week period. I have to say I admired their dedication and the commitment of these professors to the importance of training and transmitting their expertise. These “intergenerational” exchanges created a very stimulating learning environment.

• 3. Another remarkable aspect was the attention given to the creation of a pleasant and human learning environment. For example, the team organized a field visit to a nearby town in a picturesque old building that was transformed into a School of Art.  There, we participated in a day of reflection on creative approaches and arts in health promotion where we had the opportunity to try out a few exercises ourselves. Not only was it an academic experience, but also an enjoyable group adventure. We all stayed in the same accommodation complex and shared our meals. Different social and cultural activities were organized in which we had the liberty to participate or not. A special consideration was also given to the evaluation of the whole experience. Indeed, prior to the enrollment, the team conducted a needs assessment and an evaluation took place half way through the course. This was followed by concrete modifications proposed by participants.

• 4. Another important factor was the team’s concern with the applicability and utility of the knowledge learned in the course. The main task during the two weeks course was the elaboration of an intervention project. Participants and tutors were divided into teams and we had to design a multinational and multisectoral intervention project, which needed to be pertinent and adapted to each of our own countries.  Each team had to prepare a project proposal, a poster and a presentation that were given at the end of the session. These projects were evaluated by our colleagues and then systematically appraised by two external reviewers. Although I thought the assignment could have been re-arranged to be even more concrete and realistic, I really enjoyed this group experience in which you really got a taste of what it is to work in an intersectoral and international context.

In conclusion, this course was not only a rich learning experience academically and professionally but personally as well. It allowed me to broaden my horizons by learning more about the European views on health, wellbeing and health promotion which triggered an evolution in my perspectives.

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Reference

http://www.summerschool.it/inglese/eventi-ingl.html