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Integrating Research Experiences Into Public Health Curricula: Effects on Undergraduate Students’ Knowledge of Neighborhood Inequalities, Perception of Research, and Motivation to Talk About Health Issues

dc.contributor.authorZografos, Kara
dc.contributor.authorAlcala, Emanuel
dc.contributor.authorCapitman, John
dc.contributor.authorKhang, Leepao
dc.date.accessioned2021-02-15T19:12:47Z
dc.date.available2021-02-15T19:12:47Z
dc.date.issued2019-10-30
dc.identifierhttps://doi.org/10.13016/ebht-nf5u
dc.identifier.citationZografos, K., Alcala, E., Capitman, J., & Khang, L. (2020). Integrating Research Experiences Into Public Health Curricula: Effects on Undergraduate Students’ Knowledge of Neighborhood Inequalities, Perception of Research, and Motivation to Talk About Health Issues. Pedagogy in Health Promotion, 6(2), 113–118. https://doi.org/10.1177/2373379919881469en_US
dc.identifier.urihttp://hdl.handle.net/1903/26881
dc.description.abstractUndergraduate research is defined as an inquiry or investigation conducted by an undergraduate student in collaboration with a faculty member that makes an intellectual or creative contribution to the discipline. This study assessed the impact of integrating undergraduate research experiences into public health curricula on students’ knowledge of neighborhood inequalities, perception of research, and motivation to talk about health issues. The sample consisted of 132 undergraduate students from two groups (intervention and comparison). The intervention group (n = 71) conducted a structured social observation in various zip codes to characterize assets and liabilities of the local built environment. Self-reported questionnaires assessing the key study variables were administered to the students at baseline and at postintervention. Compared with those in the comparison group, improvements were noted in knowledge among those in the intervention group from pretest to posttest. Participants in the intervention group were also more motivated to talk about health issues compared with those in the comparison group. Perception of research among those in the intervention group also improved over time when participants were divided into two research confidence level groups (confident and nonconfident). The evaluation of this intervention demonstrates the positive impact integrating undergraduate research experiences can have on a sample of students.en_US
dc.description.urihttps://doi.org/10.1177/2373379919881469en_US
dc.publisherSAGE Journalsen_US
dc.subjectundergraduate researchen_US
dc.subjectpublic health curriculaen_US
dc.subjectstructured social observation toolen_US
dc.titleIntegrating Research Experiences Into Public Health Curricula: Effects on Undergraduate Students’ Knowledge of Neighborhood Inequalities, Perception of Research, and Motivation to Talk About Health Issuesen_US
dc.typeOtheren_US
dc.relation.isAvailableAtMaryland Center for Health Equity
dc.relation.isAvailableAtDigital Repository at the University of Maryland
dc.relation.isAvailableAtUniversity of Maryland (College Park, Md)


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