International Handbook of Teaching and Learning in Health Promotion

lt;p> Marco Akerman is a Full Professor at the Department of Politics, Management and Health in the School of Public Health - University of São Paulo, since 2014. MD (1981) and Specialist in Public Health and Social Medicine (1983) at the Federal University of Minas Gerais; Specialist in Hospital Management for the Public Sector, Fundação Getúlio Vargas (1986); Master in Planning and Financing of the Health Sector (1989) and PhD in Epidemiology and Public Health (1993), at the University of London. Researcher of CEPEDOC WHO/PAHO Collaborating Center on Healthy Cities and Health promotion since 2000; President of the São Paulo Public Health Association (2006-2007); PAHO Regional Consultant on Local Development and Health, Regional Focus Point of Social Determinants of Health (2006-2009); Regional Vice President for Latin America of the International Union for Health Promotion and Education (mandate 2010-2016); Coordinator of the WG on Health Promotion and Sustainable Development in the Brazilian Association of Collective Health - ABRASCO (2011-2016). Main research topics: policy, programs and services evaluation; social determination; intersectoriality; SDG and health promotion.

Chapter 1: Introduction to the International Handbook of Teaching and Learning in Health Promotion: What and for whom is it intended? .- Section I - The Health Promotion Curriculum.- Chapter 2: Introduction to Section I - The Health Promotion Curriculum.- Chapter 3: The First Undergraduate Program in Health Promotion and Prevention in Switzerland: Context, Concept and Challenges.- Chapter 4: The first Francophone Africa Online Master Degree Course in Health Promotion: Key Features and Perspectives.- Chapter 5: Debates, tensions and alternatives in Health Promotion Education from South-North & South-South cooperation: The Health Promotion and Social Development Master Experience.- Chapter 6: The Disappearing Contribution of Universities in the UK to Health Promotion.- Chapter 7: Health Promotion Teaching & Learning at University of the Western Cape, South Africa: Thinking Global, Acting Local.- Chapter 8: The Health Promotion Curriculum: Evolving and Embedding Competencies in Contemporary Courses.- Section II - Making Health Promotion Relevant to Practice.- Chapter 9: Introduction to Section II - Making Health Promotion Relevant to Practice.- Chapter 10: The Health Promotion Model of Social Care: Development and Application in Pedagogy for Social Care Practice.- Chapter 11:  Extending Student-Active Learning into Effective Practice in Global Development-Related Health Promotion.- Chapter 12: TEIA: Intersectoral Topics and Strategies with Community Health Workers (CHW): Education, Communication and Health Promotion in times of pandemic.- Chapter 13: Professional Development in Health Promotion for Family Doctors: Using the "Entrustable Professional Activities" Approach.- Section III - Pedagogies for Health Promotion.- Chapter 14: Introduction to Section III - Pedagogies for Health Promotion.- Chapter 15: Wikis in Micro-Communities: A Collaborative and Relational Learning Tool for Health Promotion.- Chapter 16: Innovative Pedagogies in a Health Promotion Specialisation: Knowledge, Practice and Research.- Chapter 17: Health Educators Love Reading: Introducing the Journal Club for Life-Long Learning.- Chapter 18: Teaching Clinical Skills and Health Promotion Using Clinical Simulations.- Chapter 19: Learning Health Promotion from Skateboarders: A Community-Based Practice to Rethink the Academy Teaching Method.- Chapter 20: Teaching Health Promotion in Aotearoa: A Tangata Whenua and Tangata Tiriti Perspective.- Chapter 21: Training and Participatory Research in Health Promotion Courses: Reflections and Contributions for Knowledge and Experiences.- Chapter 22: Method and Strategies in Health Promotion Teaching-Learning: Evidence from a Networked Postgraduate Program in Northeast Brazil.- Chapter 23: Pedagogical Experiences in Teaching and Learning Health Promotion in Undergraduate Education.- Chapter 24: Using Innovative Curriculum Design and Pedagogy to Create Reflective and Adaptive Health Promotion Practitioners within the Context of a Master ofPublic Health Degree.- Chapter 25: Theoretical, methodological, mediatic and evaluative challenges in the teaching-learning of Health Promotion: the use of virtual platforms.- Section IV - Special Topics for Health Promotion.- Chapter 26: Introduction to Section IV - Special Topics for Health Promotion.- Chapter 27: Personalized and Research-Led Teaching as Building Blocks to Success During Pandemic Times in Austria´s Higher Education Sector.- Chapter 28: Health Promotion and Integrative and Complementary Practices: Transversality and Competence Development in an Undergraduate Experience.- Chapter 29: Teaching Suicide Prevention: Experiences from a Social- Ecological Approach.- Chapter 30: Encounters and Narratives: The Insertion of the Socio-Environmental Health in the Perspective of the Health Promotion.- Chapter 31: Health Education in Times of Pandemic: Promoting Health Among Indigenous Populations in the Brazilian Amazon.- Chapter 32: Health Promotion and Working in/with Groups: An Experience of Interprofessional Training at UNIFESP - Baixada Santista (Brazil).- Section V -  Health Promotion Assessment and Quality Assurance.- Chapter 33: Introduction to Section V - Health Promotion Assessment and Quality Assurance.- Chapter 34: The IUHPE Health Promotion Accreditation System - Development and Experiences of Implementation.- Chapter 35: Core Competencies for Health Promotion: Development and Experience in Pedagogy.- Chapter 36: Brick by Brick: Building a House of Health Promotion on a Foundation of Political Science Theory.- Section VI - Health Promotion as a Transformational Practice.- Chapter 37: Introduction to Section VI - Health Promotion as a Transformational Practice.- Chapter 38: The Circle of Health - An Interactive Tool to Guide the Process of Transformative Change and Rethinking Health Promotion.- Chapter 39: Challenging Oppression in Health Promotion and Developing an Intersectional Framework for Health Promotion in Teaching Health Promotion Through a Distance Learning Module at the Open University.- Chapter 40: Teaching and Learning Health Promotion Through Social Participation, Interculturality and Popular Education.- Chapter 41: Community-Engaged Education in Health Promotion: Exploring Equity and Ethical Dimensions to Problem-Solving in Community.- Chapter 42: Health Promotion in the Region of the Americas: An Educational Innovation Proposal.- Chapter 43: Sharing Paths and Converging Learning: A Consortium of Brazilian Health Promotion Graduate Programs.- Section VII - Students' Reflections.- Chapter 44: Introduction to Section VII - Students' Reflections.- Chapter 45: A Student Perspective on Learning and Doing Settings-Based Health Promotion in the Era of TikTok.- Chapter 46: The Impact that Learning About Health Promotion had on me. Embracing Health Promotion: A Puerto Rican Metamorphosis.