Use of Universal Design for Learning Principles in a Public Health Course.

Background: Universal Design in Learning (UDL) is a pedagogical framework that increases accessibility in the classroom for students by offering structured flexibility regarding coursework. The main tenets of UDL are to: 1. provide multiple means of engagement; 2. provide multiple means of representation; and 3. provide multiple means of action and expression. Objective: This study aims to determine if students will use the extra options inherent in UDL if offered and if they are satisfied with the course that uses UDL. Methods: This study evaluates a maternal health course for first-year students that was designed using UDL principles and taught at Boston College in the spring semester of the 2021-22 academic year. The course included 26 students. Surveys and a focus group were used to gather both qualitative and quantitative data. Findings: All technological tools and learning options offered were used by at least some of the students. The majority of students submitted assignments via alternative format options and used non-traditional learning materials like podcasts and videos. Students rated their satisfaction with the course highly. During the focus group, students expressed that they appreciated the increased flexibility of having multiple ways to learn and show the knowledge they had acquired. Conclusions: UDL can work in an undergraduate-level public health course. Students learn well and are satisfied with courses when UDL is used for course design. Additional research needs to be done to determine if learning outcomes are impacted by the use of UDL and if UDL could be used in graduate-level public health courses as well.

Building capacity of healthcare professionals and community members to address climate and health threats in The Bahamas: Analysis of a green climate fund pilot workshop.

Climate change is a preeminent threat to health and health systems in The Bahamas. Climate and health resilience depends upon a knowledgeable and coordinated healthcare system and workforce that is highly connected and coordinated with a knowledgeable and empowered community. We present the methodology and results of a novel educational workshop, designed to increase the knowledge and awareness of health care professionals and community members with the goal of empowering them to engage in climate mitigation and adaptation strategies. Following the training, participants demonstrated increased knowledge of the causes of climate change, health exposures, climate-sensitive diseases, and vulnerable populations relevant to The Bahamas. Further, participants reported high levels of willingness and readiness to tackle climate change and its health consequences. Results from this workshop suggest that such a model may serve as a guide for building grass-roots resilience in communities worldwide.

You've Got a Friend in Me: Fostering Social Connection Among College Students Through Peer-Led Physical Activity.

Social connection and physical activity (PA) are essential health behaviors necessary for young adults to thrive. The majority of college students in the United States are not meeting PA recommendations and simultaneously report concerning rates of loneliness, depression, anxiety, and fatigue; all factors that contribute to poor psychological well-being and reduce students' abilities to sustain academic success. These mental and physical health indicators have only worsened due to the stress, isolation, and uncertainty experienced during the COVID-19 pandemic. Fitness Buddies (FB) is a free peer-led PA program designed to combat loneliness, stress, anxiety, depression, and low PA, by providing students the opportunity to connect with one another through PA. FB participants are matched with a peer leader for weekly PA sessions based on activity interests and schedules. The FB program model shifts the focus of traditional PA programs, from prescribing and monitoring PA duration, intensity and modalities, to supporting psychological well-being through satisfaction of the three basic psychological needs of competence, autonomy, and relatedness within peer PA-based relationships. In the first pilot phase of implementation, students reported improved situational affect, to include reduced stress and anxiety, following participation in the FB program for one academic semester. Participants also reported the development of quality peer relationships and a sense of belonging to the campus community, both of which had previously been lacking. The FB program model is an innovative and cost-efficient strategy to supporting college students' psychological well-being and long-term success.