On Academics: Teaching Research Methods to Graduate Students in Public Health

Abstract

(IOM) recommended improved instruction in quantitative methods and research skills in public health. 1 The IOM emphasized the ethical commitment of public health professionals to use quantitative knowledge to reduce suffering and enhance quality of life. A Harvard study found that two-thirds of the alumni ranked quantitative skills as directly applicable to their profession, supporting IOM's position. 2 The IOM report recognized inadequate education and training of the workforce as one of the causes of disarray. 1 The Public Health Faculty/Agency Forum addressed the educational dimensions of IOM's findings, and core competencies were developed for Master of Public Health (MPH) students. 3 Embedded in these competencies were specific objectives: the ability to (1) define, assess, and understand factors that lead to health promotion and disease prevention, (2) understand research designs and methods, (3) make inferences based on data, (4 ) collect and summarize data, (5) develop methods to evaluate programs, (6) evaluate the integrity of data, and (7) present scientific information to professional and lay audiences. The Forum also suggested that faculty review, evaluate, and refine established courses and develop new ones. However, the Forum did not outline teaching strategies to achieve these objectives. 4 Employing improved teaching methods implies stronger evaluations of existing classes from which stronger teaching methods may be derived.Two methods of instruction have been empirically validated: Keller's Personalized System of Instruction (PSI) 5 and Socratic-Type Programming. 5,6 Keller emphasized the following components: (1) identification of specific terminal skills or knowledge, (2) individualized instruction, (3) use of teaching assistants, and (4 ) use of lectures as a way to motivate students, not just to transmit information. PSI has been more effective than conventional instruction in a variety of educational settings and has increased student achievement and consumer satisfaction more than conventional instruction. 7,8 Socratic-Type instruction emphasizes student responses during lecture, rather than presentations by instructors. 6,9,10 PSI calls for active responding in the classroom and the Socratic Method is one means of achieving this response. Moran and Malott summarize the empirical evidence and most reliable teaching technologies to date, from which it is clear that frequent quizzing coupled with Socratic procedures contributes importantly to learning. 11 A recent study of active learning assessed the use of study guide questions for pending lectures, and outcomes were greater for the study guide than for traditional lecturing. 12 Research methods should be taught and evaluated by the very methods being taught. This requires experimental or quasi-experimental methods to model the application of science for teaching evaluations. Connelly and associates called for the development of reliable and valid measurement of specified competencies in public health education. 13 Sarrel found that the us...

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