Teaching Graduate Students to Evaluate Public Health Programs Through Community-Based Learning

Joly, Brenda M.

doi:10.1177/2373379919855094

Cited by 4 publications

(6 citation statements)

References 10 publications

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“…Furthermore, these courses must prepare the future public health workforce to implement innovative systems-thinking approaches, programs, and policies to address residents’ public health issues. Community-based learning, a pedagogy frequently used in public health courses, has been found advantageous in enhancing students’ comprehension and application of course concepts (Ezeonwu, 2020; Gardner et al, 2018; Joly, 2020). Moreover, it can improve students’ cultural awareness and create an opportunity for students to become familiar with the community’s resources.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Students’ Understanding of Health Disparities and Social Determinants of Health Through a Community and Research-Based Project

Dean,

Iqbal,

Sidhu

et al. 2023

Pedagogy in Health Promotion

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The complex health demands of society emphasize the need for future health professionals to gain a deeper understanding of social determinants of health (SDOH) and provide meaningful health outcomes. Seventeen undergraduate and graduate students enrolled in a cross-listed public health elective course in Winter 2020 completed a remote application-based course project. This project was conducted to expand students’ comprehension of SDOH as underlying factors contributing to health disparities and inequities. It also sought to increase their awareness of tools and resources in the community to aid populations in overcoming determinants. Last, it aimed to provide them with experience applying population health concepts and enhancing their research skills. The course project utilized a real-world application approach as it consisted of students (1) developing a Detroit-focused community resource guide, (2) creating a related resource map, and (3) composing two manuscripts on the course project and learning experience. Students’ deliverables included a developed community resource guide and related interactive map and the construction of the manuscripts on the project and their learning experience, which was separated into two manuscripts. Students completed a journal reflection, which was used to assess their learning experience. Students’ journal reflections were examined using NVivo12 to identify the six themes in their learning experience. The project effectively met the course learning outcomes while aiding students in recognizing Detroit’s health disparities and the influence of SDOH. It also provided students with deliverables.

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Section: Introductionmentioning

confidence: 99%

Enhancing Students’ Understanding of Health Disparities and Social Determinants of Health Through a Community and Research-Based Project

Dean,

Iqbal,

Sidhu

et al. 2023

Pedagogy in Health Promotion

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“…For PBT, conventional methods of assessment cannot effectively measure student achievement, 19-21 and evaluations of all academic and community partners should measure impact. 22…”

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confidence: 99%

“…For PBT, conventional methods of assessment cannot effectively measure student achievement, [19][20][21] and evaluations of all academic and community partners should measure impact. 22 We describe an evaluation of 4 PBT courses for MPH students to examine short-term and long-term effectiveness of PBT on academic and community partners. Although an evaluation of PBT courses has been documented and further evaluations of PBT recommended, 22 our study is the first known evaluation of PBT to assess long-term effectiveness of achieving technical public health competencies and professional skills across disciplinary areas.…”

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confidence: 99%

“…22 We describe an evaluation of 4 PBT courses for MPH students to examine short-term and long-term effectiveness of PBT on academic and community partners. Although an evaluation of PBT courses has been documented and further evaluations of PBT recommended, 22 our study is the first known evaluation of PBT to assess long-term effectiveness of achieving technical public health competencies and professional skills across disciplinary areas. We hypothesized that PBT not only gives students technical and professional skills in the short term but also that those skills are applied and sustained in the long term to contribute to the workplace.…”

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confidence: 99%

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The Effectiveness and Flexibility of Practice-Based Teaching: A Long-term, Cross-disciplinary Evaluation

et al. 2022

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Objectives: Schools of public health (SPHs) must train students through real-world situations. Practice-based teaching (PBT) uses immediate application for skill development through multiple modes of delivery including virtual collaborations. PBT provides short-term benefits but is less understood long term. We sought to understand the longer-term impacts of PBT on students, public health agencies, faculty, and SPH administration and determine if the reported benefits of PBT outweigh the challenges. Methods: We used a mixed-methods pre–post-test evaluation to assess short-term outcomes in spring 2015 and long-term outcomes 3 years later using quantitative and qualitative assessments. The evaluation included 4 PBT courses spanning disciplines in 1 SPH. Participants included students (n = 56), collaborating agencies (n = 9), teaching faculty (n = 7), and SPH administrators (n = 8). Results: Students reported acquisition of competencies, application at follow-up, and being workforce ready (91.0%) with greater appreciation 3 years post-semester (78.6%). Collaborating agencies reported successful implementation of deliverables (77.8%) and enhanced networks (88.7%) with cost savings and better outcomes for the communities served. Faculty recognized beneficial outcomes to students including workforce preparation (71.4%), and administration recognized the benefits and worth of PBT to the school for teaching (100%) and research opportunities (87.5%). Conclusions: Given the shifting higher education landscape as a result of the pandemic, public health courses are being redesigned to provide opportunities for skill development, regardless of delivery mode, and enhanced connections to the field are essential. PBT is a flexible pedagogy that results in lasting and innovative resources to agencies and prepares public health students with technical skills and professional competencies to be workforce ready.

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“…The next group of articles offers a wealth of best practices for employing various forms of service-learning, an important approach for integrating academic course-work with community benefit. In “Teaching Graduate Students to Evaluate Public Health Programs through Community-Based Learning,” Joly (2020) describes training students to conduct critical program evaluation activities in collaboration with community partners. The article also provides a useful curriculum design template that can be applied to courses covering other topics.…”

mentioning

confidence: 99%

Advancing Pedagogy in Health Promotion: Innovations in Student Participation, Place-Based Pedagogy, and Service Learning

Merzel

2020

Pedagogy in Health Promotion

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Teaching Graduate Students to Evaluate Public Health Programs Through Community-Based Learning

Cited by 4 publications

References 10 publications

Enhancing Students’ Understanding of Health Disparities and Social Determinants of Health Through a Community and Research-Based Project

Enhancing Students’ Understanding of Health Disparities and Social Determinants of Health Through a Community and Research-Based Project

The Effectiveness and Flexibility of Practice-Based Teaching: A Long-term, Cross-disciplinary Evaluation

Advancing Pedagogy in Health Promotion: Innovations in Student Participation, Place-Based Pedagogy, and Service Learning

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