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Innovation and Collaboration: Creating a Transdisciplinary Childhood Obesity Prevention Graduate Certificate Program
| Content Provider | Semantic Scholar |
|---|---|
| Author | Meendering, Jessica R. Koszewski, Wanda M. Jensen, Barbara Stluka, Suzanne Kattelmann, Kendra K. Kemmer, Teresa M. Wey, Howard Droke, Elizabeth A. Carr, Timothy Perry. Fischer, Julie A. Guzman, Maria Rosario T. De Anderson-Knott, Mindy Takahashi, S. Bowne, Mary |
| Copyright Year | 2013 |
| Abstract | Preparing future professionals to work in transdisciplinary settings with a skill set to effectively foster collaborations and sustainable change requires a thoughtful and concerted interprofessional education approach. Through an interuniversity partnership in 2010 with South Dakota State University (SDSU), Brookings, SD, and the University of Nebraska-Lincoln (UNL), Lincoln, NE, a group of faculty convened to propose the Transdisciplinary Obesity Prevention (TOP) graduate certificate program. With funding supported by a United States (US) Department of Agriculture (USDA) National Institute of Food and Agriculture grant in 2011, a team of faculty from SDSU and UNL representing various disciplines (exercise science, nutrition, dietetics, health promotion, public health, nursing, early childhood education, family and consumer sciences, biology, biostatistics, and counseling) began developing the TOP graduate certificate program which is currently in its 5th year. The primary goal of this report is to outline the overall framework and components of the TOP graduate certificate program, providing information, strategies, and considerations other institutions can apply in developing effective and sustainable transdisciplinary, interprofessional education to their existing graduate programs. Received: 11/28/2016 Accepted: 01/11/2017 © 2017 Jensen et al. This open access article is distributed under a Creative Commons Attribution License, which allows unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. H IP & Innovation and Collaboration EDUCATIONAL STRATEGY 3(2):eP1125 | 2 Introduction While obesity rates in United States (US) lowincome preschoolers declined from 2008 to 2011, the rate in children and teens remains too high with 12% of preschoolers, nearly 18% of children aged 6-11, and 21% of adolescents aged 12-19 years qualifying as obese (Ogden, Carroll, Kit, & Flegal, 2014). Disparities in childhood obesity are prevalent in the US as well, with some population and ethnic groups experiencing a higher prevalence than others. Furthermore, low–socioeconomic status is associated with obesity among certain population groups (Wang, 2011). Obese children are more likely to be obese as adults and are at greater risk of chronic diseases such as cardiovascular disease, type 2 diabetes, stroke, certain types of cancer, and joint problems (CDC, 2015). Efforts across the US to combat childhood obesity have resulted in a multitude of successful “what works” strategies. Many of these strategies employ state, community and school initiatives, and coalitions (National Center for Chronic Disease Prevention and Health Promotion, 2015). In the US Surgeon General’s Vision for a Healthy and Fit Nation, critical opportunities for interventions were identified in multiple settings: home, child care, school, work place, health care, and community. The Surgeon General also calls for a health care system that helps their staff advocate for community strategies that improve nutrition and physical activity resources for their patients (USDHHS, 2010). Population–based interventions with multiple partners are needed to not only address the childhood obesity epidemic but also reduce disparities (USDHHS & OMH, 2011; Wang, 2011). One of the Healthy People 2020 goals is to create social and physical environments that promote good health for all. The Social Determinants of Health (SDOH) that have been organized into five key domains are: Economic Stability, Education, Health and Healthcare, Neighborhood and Built Environment, and Social and Community Context. Identifying and working collaboratively across all domains is key in addressing the SDOH and interventions that will positively impact populations (Office of Disease Prevention and Health Promotion, 2010). The Institute for Healthcare Improvement (IHI) and the Triple AIM framework is developed to simultaneously pursue three dimensions: improving the patient experience of care, improving the health of populations, and reducing the per capita cost of health care (IHI). These multi-system approaches at the complex etiology and causal factors surrounding childhood obesity prevention require a highly collaborative and integrated approach to improve population health (IHI; Office of Disease Prevention and Health Promotion, 2010; WHO, 2012). The highly collaborative and integrated approaches to combatting childhood obesity and improving population health require a future workforce of individuals prepared to tackle these issues. Multidisciplinary approaches typically involve individuals working separately in their own discipline specific field. Multidisciplinary teams may come together to address common problems while remaining anchored to their specific discipline’s concepts and methods. The interdisciplinary approach involves the integration of perspectives, concepts, theories, and methods from two or more disciplines or fields with team members working jointly to address a common problem. The transdisciplinary approach involves not only the collaboration of team members working jointly, but also the creation of fundamentally new approaches aimed at developing solutions to social problems (Stokols, Hall, Taylor, & Moser, 2008). Preparing future professionals to work in transdisciplinary settings and be more responsive to actual population health needs requires a thoughtful and concerted interprofessional education approach to address the complex issues surrounding childhood obesity. “It is no longer enough for health workers to be professional. In the current global climate, health workers also need to be interprofessional” (WHO, 2010, p. 36). Interprofessional education as defined by the WHO: “When students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes” (WHO, 2010, p. 36). Through an inter-university partnership in 2010 with South Dakota State University (SDSU), Brookings, SD, and the University of Nebraska-Lincoln (UNL), Lincoln, NE, a group of faculty convened to propose the Transdisciplinary Obesity Prevention (TOP) H IP & ISSN 2159-1253 Health & Interprofessional Practice | commons.pacificu.edu/hip 3(2):eP1125 | 3 graduate certificate program. The primary goal of developing an innovative, interprofessional education graduate certificate program was to prepare students to be actively engaged in working with diverse, transdisciplinary teams on childhood obesity prevention. With funding supported by a US Department of Agriculture (USDA) National Institute of Food and Agriculture grant in 2011, a team of faculty from SDSU and UNL representing various disciplines (exercise science, nutrition, dietetics, health promotion, public health, nursing, early childhood education, family and consumer sciences, biology, biostatistics, and counseling) began developing the TOP program. The primary goal of this report is to outline the overall framework and components of the TOP graduate certificate program, providing information, strategies, and considerations other institutions can apply in developing effective and sustainable transdisciplinary, interprofessional education to their existing graduate programs. |
| File Format | PDF HTM / HTML |
| DOI | 10.1016/j.jneb.2013.04.272 |
| Volume Number | 45 |
| Alternate Webpage(s) | https://openprairie.sdstate.edu/cgi/viewcontent.cgi?article=1094&context=hns_pubs |
| Alternate Webpage(s) | http://commons.pacificu.edu/cgi/viewcontent.cgi?article=1125&context=hip |
| Alternate Webpage(s) | https://doi.org/10.1016/j.jneb.2013.04.272 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
