Tobacco Control Curriculum
Program implementation derived from four processes. First, in order to develop advocacy strategies suitable for Chinese culture, we reviewed the international literature and interviewed experienced international tobacco control advocates. Second, we developed a training program on tobacco control advocacy. Third, we targeted public health students with a 16 h (8 h contact and 8 h non-contact) training curriculum. For contact hours, students attended class room based lectures, coursework, debate and case studies. For non-contact hours, students reviewed tobacco control literatures based on the guidelines provided in the class and drafted a plan for tobacco-free campus policy development. Fourth, representing the practice component of this curriculum, we conducted student initiated tobacco-free campus advocacy activities.
Contact hours include one hours for smoking epidemiology, and health and economic impact, two hours for FCTC and the current status of the international tobacco control, three hours for tobacco control advocating theories, strategies and methods, two hours for in-class practice (developing and discussing tobacco-free campus advocacy plan).
A teaching group for implementing the Tobacco Control Advocacy curriculum was set up in each project university, which consisted with about 3 teachers responsible for it. One, usually the local principal investigator (PI), participated in a 5-day training workshop organized by the project team and international consultants. Then, the PIs delivered the same training to other potential teachers in their own institution. Usually the local PI at each project university delivered the main lecture while others provided teaching assistance.
Picture 1 shows the cover of the textbook used for the curriculum.
Picture 2 Shows Students of Zhejiang University with Tobacco Control experts discussing issues about smoking and tobacco control.
Picture 3 shows Students of Zhejiang University preparing their papers.
The most critical element of the curriculum was that teachers and students from each teaching site had to establish and implement a tobacco-free campus policy on their own campuses. Tobacco-free campus advocacy activities may increase the teachers’ and students’ practice capacity in tobacco control advocacy.