Empowering village health volunteers in Ubon Ratchathani Province through experiential learning models: Enhancing understanding of hyperglycemia and kidney health
Issued Date
2026-05-01
Resource Type
ISSN
26730774
eISSN
26511258
Scopus ID
2-s2.0-105038083364
Journal Title
Journal of Public Health and Development
Volume
24
Issue
2
Start Page
47
End Page
72
Rights Holder(s)
SCOPUS
Bibliographic Citation
Journal of Public Health and Development Vol.24 No.2 (2026) , 47-72
Suggested Citation
Wongprasert B., Jittam P., Siriwat P., Sajjapanroj S. Empowering village health volunteers in Ubon Ratchathani Province through experiential learning models: Enhancing understanding of hyperglycemia and kidney health. Journal of Public Health and Development Vol.24 No.2 (2026) , 47-72. 72. doi:10.55131/jphd/2026/240204 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/116804
Title
Empowering village health volunteers in Ubon Ratchathani Province through experiential learning models: Enhancing understanding of hyperglycemia and kidney health
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Author's Affiliation
Corresponding Author(s)
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Abstract
This study investigated the impact of integrating experiential learning activities into a physical learning model to enhance conceptual understanding of hyperglycemia and its effects on kidney function. Participants were local residents engaged through Village Health Volunteer (VHV) outreach, with limited prior knowledge of the topic. This study aims to explore participants’ understanding and perceptions of the physical learning models after a brief, structured intervention. A mixed-methods approach was employed. Forty participants attended a one-hour training session incorporating experiential learning into the physical model. Pre-and post-tests measured conceptual understanding. Perceptions were gathered through a 5-point Likert-scale questionnaire, and semi-structured interviews were held to explore participants’ learning experiences. The results show significant improvements in several core areas, particularly in understanding the Signs of Diabetes Mellitus (p = 0.001), Kidney Structure and Function (p < 0.001), and the Effects of Chronic High Blood Sugar (p = 0.026). Qualitative feedback linked these gains to the use of physical models that helped participants visualize internal structures. In contrast, no significant changes were observed in Glucose Uptake (p = 0.248) and Diabetes Mellitus Risk (p = 0.564). Qualitative data showed participants preferred practical information over complex details. Participants reported high levels of satisfaction with the learning activities, including perceived benefits (4.85 ± 0.43), interest (4.83 ± 0.46), and understanding of diabetic kidney disease (4.82 ± 0.44). Some concerns were raised about time constraints and applying knowledge in practice. Interviews confirmed improved foundational knowledge and an intent to apply the acquired learning in daily life. In conclusion, experiential learning with physical models enhanced understanding and engagement, even in a brief session. Limited time, however, constrained deeper exploration. Focusing on practical, easy-to-grasp content may boost engagement in complex areas. Moreover, scaling this approach may improve health education for underserved communities. Future research should assess its effectiveness across a range of topics and formats.