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這是約翰霍普金斯大學提供的課程大綱。因此，有部分的資料或是內容對開放式課程的自學者來說或許無法獲得。

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審定：無
翻譯：馬景文(簡介並寄信)
（編註：輔助教室
編輯所設置自學書院網站設有本課程的輔助教室，內容包括部份閱讀文章的翻譯本，中文文獻連結，和自學者論壇。）
編輯：陳玉侖(簡介並寄信)


課程描述

基層衛生照護的社會和行為基礎課程旨在提供必要的知識和技巧，以便在診斷（了解）社區、個人和組織的行為，以及跨文化背景下和開發中國家中的變革進程，讓你在健康行為的生態模式範圍內，規劃合符文化的基層衛生照護。

課程宗旨

完成課程後，你學會：

相關閱讀資料

推薦書目：Green LW與 MW Kreuter。《規劃健康宣傳》(Health Promotion Planning)。Mayfield出版公司。（ISBN: 0767405242, 精裝本第三版，1999年二月）

訂購請到以下書局：Matthews Johns Hopkins Medical Book Center: 1830 East Monument Street, Baltimore, MD 21205 USA; 410.955.3931; 800.266.5725; 410.955.0576 Fax

課程原理

研究生教育是自發性學習。因此導師是知識源頭，而不是硬灌的導管，這意味著導師和學生是屬於促進主動學習的伙伴關係。因為一個學期內要消化大量的資料，全體都要分擔學習的責任。吸收新觀念，主要是要透過自我發現的過程。

Cleary MJ, Stuhldreher WL, Bavaro JA, Lindsay JE, Taylor LMS與 Birch DA (1997) 。〈利用教學組合提升健康教育的教學效益〉(Using Teaching Portfolios to Enhance Teaching Effectiveness in Health Education)《美國醫療研究期刊》13(1): 33 - 43.

課程主旨

課程形式

這課程是以生態模式為基礎，從較廣闊的社會、政治、文化和經濟背景來檢視健康行為。每單元探索生態模式的不同層次。

每星期都有講課和實驗室作業。每個實驗室作業，你應與編定的小組合作，非正式地討論實驗室題目。在實驗室作業到期前幾天，學員利用LiveTalk，在線上討論實驗室作業。你要做好準備，發問和提出討論。

實驗室作業

這課程有七次實驗室作業，是評分的全部。

大多數實驗含小組和個人部份。在這情況下，小組先討論題目，分享經驗和意見；然後成員個別完成作業，數日後以電郵遞交。七次實驗作業中有兩次是小組作業。課程開始的第一個星期，會派發小組作業。編排小組時，會盡可能安排同一時間區的學員編在同組，方便聯絡。學員盡可能利用電郵、DED Messenger（即時對話）、BBS、或其他通訊方法來進行小組的工作。

 

開課當天就開通全部實驗，所以你可以事先準備，根據你和小組最佳的速度，彈性地完成作業。全部實驗的觀念都是和講義有關連，所以在完成實驗作業前，最好先溫習講義。

 

實驗題目：

小組成員的責任：

小組的實驗工作，目的在彼此分享知識和技巧，大家從中得益。要做到最理想，小組成員必須：

評分制度

作業

1. 基層衛生照護的社會科學—生態模式、健康行為分析

 40

2. 應用和比較健康信仰模式、社會學習理論和理性行動理論

 40

3. 應用PRECEDE架構和跨理論模式

 40

4. 社會支援和社會網路

 30

5. 「社區變革」案例

 30

6. 「組織性變革」案例

 40
7. 政策利益相關者的分析 30

總分

 250

最後評分：
A+ = 237.5 - 250
A = 212.5 - 237
B = 187.5 - 212
C = 162.5 - 187

關於不依時遞交作業的政策：我們了解學員因為個人，工作或其他問題，不能依時遞交作業。如果你有這些問題，請在某份作業期限之前通知我們，和說明遞交的預期日期。沒有事先通知，逾期一天扣1分。

投入時間

根據最近一期授課(2003-04學年暑期班)，學生所交的課程評鑑顯示，要成功完成課程，學員需投入的時間如下：


Course Description

Social and Behavioral Foundations of Primary Health Care aims at providing you with the knowledge and skills needed to diagnose (understand) community, individual, and organizational behaviors and change processes in developing countries and in cross-cultural settings as a foundation for planning culturally appropriate primary health care (PHC) in the context of the ecological model of health behavior.

Course Objectives

After completion of this course, you will be able to do the following:

Readings

Recommended reading: Green LW and MW Kreuter. Health Promotion Planning. Mayfield Publishing Company (ISBN: 0767405242, Hardcover 3rd edition, February 1999).

Order from Matthews Johns Hopkins Medical Book Center: 1830 East Monument Street, Baltimore, MD 21205 USA; 410.955.3931; 800.266.5725; 410.955.0576 Fax

Course Philosophy

Graduate education is a self-directed approach to learning. Thus, the instructor is more of a resource than a vessel from which knowledge is poured. This means that the student and the instructor are engaged in a partnership that fosters active learning. Because there is a sizable amount of information to cover in only a term, all parties must share the responsibility for learning. It is largely through the process of self-discovery that new concepts are internalized.

Cleary MJ, Stuhldreher WL, Bavaro JA, Lindsay JE, Taylor LMS, Birch DA (1997). "Using Teaching Portfolios to Enhance Teaching Effectiveness in Health Education." American Journal of Health Studies; 13(1): 33 - 43.

Course Topics

Course Format

The course is based around the ecological model that views health behavior in broader social, political, cultural, and economic contexts. Each module explores a different level of the ecological model.

Each week consists of lectures and lab assignments. For each lab assignment, you're encouraged to work together in assigned groups to informally discuss lab topics. Several days before each lab assignment is due, the class will meet online in a LiveTalk session to discuss the lab assignment. Please come prepared to ask questions and initiate discussion.

Lab Assignments

There are seven lab assignments during the course, which constitute 100% of your grade.

Most labs contain both a small group component plus an individual component. In these instances, the groups will first discuss the topics, sharing experiences and ideas; then members will individually write up the assignments to be submitted via email a few days later. Two of the seven labs will be conducted solely as group efforts. You will receive group assignments during the first week of class. All groups will be formed with an effort to put together people in same time zone to make communications easier. You are encouraged to use email, DED Messenger (live chats with audio), the BBS, or any other communication mechanism to conduct group work.

 

All labs are accessible on the first day of the course so that you can plan ahead and work flexibly to complete the assignments, if you would like to, according to your and your group's optimal pacing. All labs, though, are tied conceptually to the lectures, so it is ideal to review the corresponding lecture material before completing the labs.

 

Lab topics:

Group members' responsibilities:

The goal of small group work in the labs is for you to share your knowledge and skills with your fellow group members, and for all group members to benefit from the mutual sharing. For this to optimally take place, each group member should do the following:

Grading Scheme

作業

1. Sciences ini PHC - Ecological Model, Health Behavior Analysis

 40

2. Applying and Comparing HBM, SLT, and TRA

 40

3. Applying PRECEDE Framework and Transtheoretical Model

 40

4. Social Support and Social Networks

 30

5. Community Change Case Studies

 30

6. Organizational Change Case Studies

 40
7. Policy Stakeholder Analysis 30

Total

 250

Final grades:
A+ = 237.5 - 250
A = 212.5 - 237
B = 187.5 - 212
C = 162.5 - 187

Late policy: We recognize that people will experience personal, work-related or other problems that make it difficult to submit assignments on time. If you experience such problems, please notify us BEFORE the deadline for a particular assignment and give us an estimated submission date. Late assignments without such notification will be docked 1 point for each day late.

Time Commitment

The course evaluations submitted by students during the most recent offering of this course (Summer term Academic Year 2003-04) indicated that successfully completing the course involved a range of time commitments, as follows: