Week 5: Open Discussion Forum
Purpose
The ideas and beliefs underpinning the discussions guide students through engaging dialogues as they
achieve the desired learning outcomes/competencies associated with their course in a manner that
empowers them to organize, integrate, apply, and critically appraise their knowledge to their selected field of
practice. The use of discussions provides students with opportunities to contribute level-appropriate
knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and
social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty
interaction in the quest for relevant scholarship. Participation in the discussion generates opportunities for
students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and
responding to the contributions of their peers and course faculty. Discussions foster the development of
members into a community of learners as they share ideas and inquiries, consider perspectives that may be
different from their own, and integrate knowledge from other disciplines.
Course Outcomes
CO#6 - Identify important sources of epidemiological data. (PO 2)
Preparing the Assignment
All students are required to make one post. You are not required to provide reply posts.
You can use this time to have a non-structured conversation from the Podcast and web site links below.
Provide one fact or element from the web site exploration that applies to this module's topic of populations
as risk. Everyone should review the AETCMC Self-Assessment link. Please be sure to provide a reference for
all sources cited within your post.
Podcast
Kaiser: Beyond Health Care: The Role of Social Determinants in Promoting Health and Health Equity. (Links to
an external site.)
Web Site Links:
Important self-assessment: Self-assessment (culture and attitudes) (Links to an external site.)
National CLAS Standards (Links to an external site.)
New CLAS Report and Toolkit from OMH (Links to an external site.)
National LGBT Health Education Center (Links to an external site.)
Purpose
The ideas and beliefs underpinning the discussions guide students through engaging dialogues as they
achieve the desired learning outcomes/competencies associated with their course in a manner that
empowers them to organize, integrate, apply, and critically appraise their knowledge to their selected field of
practice. The use of discussions provides students with opportunities to contribute level-appropriate
knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and
social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty
interaction in the quest for relevant scholarship. Participation in the discussion generates opportunities for
students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and
responding to the contributions of their peers and course faculty. Discussions foster the development of
members into a community of learners as they share ideas and inquiries, consider perspectives that may be
different from their own, and integrate knowledge from other disciplines.
Course Outcomes
CO#6 - Identify important sources of epidemiological data. (PO 2)
Preparing the Assignment
All students are required to make one post. You are not required to provide reply posts.
You can use this time to have a non-structured conversation from the Podcast and web site links below.
Provide one fact or element from the web site exploration that applies to this module's topic of populations
as risk. Everyone should review the AETCMC Self-Assessment link. Please be sure to provide a reference for
all sources cited within your post.
Podcast
Kaiser: Beyond Health Care: The Role of Social Determinants in Promoting Health and Health Equity. (Links to
an external site.)
Web Site Links:
Important self-assessment: Self-assessment (culture and attitudes) (Links to an external site.)
National CLAS Standards (Links to an external site.)
New CLAS Report and Toolkit from OMH (Links to an external site.)
National LGBT Health Education Center (Links to an external site.)
