Technology can improve public health education.

Addressing public health challenges in the 21st century requires a workforce familiar with current technology. Goldman et al.1 report on the use of one such technology, the blog, to enhance learning through ongoing discussions. Delivering course content in such forums does more than foster discussion; it capitalizes on student familiarity with social venues such as Facebook and encourages the transfer of useful technology to the public health sector. We are infusing technology into a graduate-level course on health determinants, and early experience indicates that keys to success include instructor dedication to the concept, effective technical support, simple and intuitive technology, and student ownership. Taiwanese motorcycle and scooter riders wait at a stop light in Taipei on June 25, 1997, following enforcement of a new law mandating the wearing of safety helmets. Photograph by Eddie Shih. Printed with permission of AP Wide World. Goldman et al. discuss blogs, wikis, and video casting, but numerous other electronic media are available for delivering educational content. The unique attributes and weaknesses of each greatly affect user experience and utility, so the decision of which technology to adopt should be driven by educational objectives, user connectivity, and familiarity. What is ultimately important is that technology enhances the attainment of learning objectives and student engagement with materials. We disagree with the implication by Goldman et al. that telecast (or audiocast) lectures exclusively apply to distance education; they also have a place in traditional settings. Readings, online assignments, and lectures viewed or completed before class prepare students for in-class discussions, case studies, or other interactive methods generally accepted as more valuable than didactic lectures.2–4 Discussion forums allow instructors to assess how well material is being understood before a class and to adjust activities accordingly. Podcast and telecast information use the spoken word to weave a degree of intimacy and personal connection into mass communication not achievable through e-mail. Technology can also foster interactive learning, building on the familiarity with user-generated content many students develop from sites such as YouTube. For example, we have assigned students to create brief (≤ 5 minute) audiovisual synopses of key journal articles or concepts with free software (http://jingproject.com). This satisfies multiple objectives: students attain and demonstrate mastery of material by teaching it to viewers, course content is created for future classes, and a new generation of public health workers receives training in innovative communication techniques. Although the use of teaching technology presents challenges, it has the potential to achieve goals beyond the learning objectives of a single class, including the promotion of technological solutions to support future public health activities.