Experiential Learning in the Classroom: The Impact of Entrepreneurial Pitches for Global Health Pedagogy

Abstract

Traditional experiential learning techniques have been incorporated into public health curricula in the past; however, research has demonstrated the need for more applied and innovative approaches to experiential learning. We introduced an entrepreneurial pitch project where students had the opportunity to design and present technological and social innovations to an external panel of judges. We then evaluated the impact of such pitches on experiential learning by conducting semistructured, face-to-face interviews with student participants. The interview transcripts were analyzed in light of Kolb’s experiential learning theoretical framework. The results of the study indicated that the process of preparing and delivering entrepreneurial pitches was rewarding for students and enhanced their learning experience. The process provided students with concrete experiences and demonstrated elements of abstract conceptualization and active experimentation. However, the results also illustrated that the entrepreneurial pitch process could be strengthened by the addition of critical self-reflection activities. Through the results of this study, we have created a narrative on how entrepreneurial pitches might foster experiential learning in global health pedagogy and provided recommendations for course designers and instructors to consider in maximizing experiential learning for students.

Message from the Editor-in-Chief: Celebrating 10 Years of Pedagogy in Health Promotion: The Scholarship of Teaching and Learning

“…Public health students in Alabama participated in a travel course through the Deep South to learn about the ways in which history and place interact with programs, policies, and practices to influence health inequities (Fifolt & McCormick, 2020). Experiential learning in a global health course took the form of entrepreneurial pitches, in which students designed and presented technological and social innovations to an external panel of judges (Ezezika & Gong, 2021). Roe et al (2015) describe the learning activity they developed for graduating master of public health students to help them create a meaningful and forward-looking set of “commitments upon graduation.” Through this exercise, students individually and collectively reflect on, analyze, and declare their future commitments, focusing on how they can be effective and dedicated leaders for change.…”

Embedding experiential learning in undergraduate health promotion curriculum

“…Over the last two decades, experiential learning has become increasingly popular in public health courses and programs due to its known effectiveness for students to acquire knowledge and skills in a workplace setting and enhance reflexivity. 1 , 2 , 3 To date, the majority of studies evaluating experiential learning in health promotion education refer to field (eg, placements and internships), rather than classroom‐based experiences. 2 , 3 Unique to CHP is the integration of experiential learning in the curriculum that incorporates in‐ and out‐of‐classroom education.…”

“… 1 , 2 , 3 To date, the majority of studies evaluating experiential learning in health promotion education refer to field (eg, placements and internships), rather than classroom‐based experiences. 2 , 3 Unique to CHP is the integration of experiential learning in the curriculum that incorporates in‐ and out‐of‐classroom education. This teaching method draws on research‐based principles of adult education 4 , 5 and provides students opportunities to increase their knowledge while developing capabilities to achieve the International Union for Health Promotion and Education (IUHPE) Core Competencies and Professional Standards.…”

Looking to the Future: Reimagining Pedagogy in Health Promotion and Public Health

“…Employing "entrepreneurial pitches" (think Shark Tank!) as an exercise in critical thinking to help global health students design technological and social public health innovations, and present them to a panel of judges (Ezezika & Gong, 2021).…”