Incorporating practical application in graduate introductory public health courses
Bibliographic Data
| ID | 12428375 |
|---|---|
| Authors | Jacey Greece (0000-0003-2044-9270, Boston University, corresponding author), Jacey A Greece, Joanne G Patterson (0000-0002-3125-2839, Boston University), Sarah A Kensky (Boston University), Kate Festa (Boston University) |
| Year | 2015 |
| Volume | 23 |
| Issue | 4 |
| Pages | 309-322 |
| Publication date | 2015-11-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | On the Horizon The International Journal of Learning Futures (JOURNAL) |
| Journal identifiers | ISSN: 1074-8121 • E-ISSN: 2054-1708 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/oth-05-2015-0021 |
| OpenAlex | W1955716406 |
| Language | EN |
| References cited | 15 |
Purpose – The purpose of this paper is to examine the utility of a redesigned course assessment in a required, introductory Master of Public Health (MPH) course to demonstrate competency achievement through practical application. School of public health curricula are informed by competency-based education (CBE) to prepare students for the field. This is a challenge in introductory courses as traditional assessments do not translate into practical application of knowledge. Design/methodology/approach – This retrospective post-test-only evaluation examined a practice-based, multi-disciplinary assessment utilized in Fall 2014 ( n = 63 students). Web-based surveys were administered three months after the course to participating students ( n = 33), the teaching team or teaching teams ( n = 7) and organization representatives ( n = 3) to evaluate the utility of the assessment. Questions were analyzed descriptively using chi-square tests, where applicable responses were compared across groups. Findings – Results indicate that a practice-based assessment in an introductory MPH course may enhance student learning by fostering deeper appreciation and application of course content while more closely reflecting the collaborative, multi-disciplinary and problem-solving nature of practice. The assessment may also increase the depth of competency achievement and career preparedness. Practical implications – Institutions that are guided by CBE, train students for multi-disciplinary practice and are impacted by the changing landscape of the field may want to consider course assessments that mimic practice to best prepare students. Originality/value – Course assessments should be evaluated to ensure they appropriately measure competency achievement. This evaluation provides multiple perspectives on the process and outcome of a practice-based course assessment
Course evaluation · Curriculum · Discipline · Higher education · Management · Mathematics education · Medical education · Originality · Pedagogy · Political science · Preparedness · Sociology · Test (biology · Global Health and Surgery · Innovations in Medical Education · Interprofessional Education and Collaboration · Medicine · Psychology
The effectiveness of case-based learning in health professional education. A Beme systematic review
Towards a common definition of global health
The adequacy of response rates to online and paper surveys
Validation of public health competencies and impact variables for low- and middle-income countries
Development of a Core Competency Model for the Master of Public Health Degree
Adults as Learners
| Citation velocity | historical |
|---|---|
| Highly cited | No |