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Encouraging Participation in Collaborative Classes: Yale Center on Climate Change and Health’s Initiative

“Transforming Public Health Education: Inside Professor Rafael Pérez-Escamilla’s Innovative Classroom”

In Professor Rafael Pérez-Escamilla’s classroom at Yale School of Public Health, students are actively engaged in their learning journey through innovative teaching methods that prepare them for the complexities of the public health workforce. Pérez-Escamilla, a professor of public health (social and behavioral sciences), has flipped the traditional classroom setup by having students engage with lecture material outside of class through recorded lectures, readings, and homework, allowing for interactive discussions and collaborative projects during class time.

This flipped classroom approach has been shown to enhance student learning across various fields, as evidenced by studies such as those by Freeman et al. (2014) and Kozanitis (2022). Pérez-Escamilla uses this method to expose students to a wide variety of case studies, drawing on his three decades of professional experience to craft compelling scenarios that illustrate real-world public health challenges.

At the core of Pérez-Escamilla’s teaching philosophy is the use of case studies that highlight issues of social injustice and inequities, resonating strongly with students and motivating them to engage deeply. By incorporating principles of evidence-based practice and implementation science, Pérez-Escamilla helps students develop critical-thinking skills necessary for problem-solving in the real world.

Student discussion leaders collaborate with Pérez-Escamilla and his teaching fellows to prepare presentations and activities before each class, further engaging students and helping them develop teaching, leadership, and communication skills. This collaborative approach empowers students to contribute to the classroom learning community, creating a more relaxed and enjoyable teaching environment.

Transitioning to the flipped classroom model was a significant change for Pérez-Escamilla, but one that has had a profound impact on student outcomes and overall classroom experience. By shifting his role from lecturer to facilitator of learning, Pérez-Escamilla has created a space where all students feel welcome to participate and contribute to discussions.

Pérez-Escamilla’s work exemplifies the transformative power of innovative teaching practices in public health education, demonstrating that thoughtful changes can greatly improve student outcomes and create a more engaging learning environment for all. His dedication to preparing students to become leaders in the field of public health is a testament to the mission of Yale School of Public Health to provide a comprehensive education that goes beyond simple knowledge acquisition.

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