The impact of COVID-19 on health professions student’s perceptions, future education and career aspirations and confidence in public health responses

Gamber, Michelle; Henderson, Danielle R.; Ruelas, Dulce María

doi:10.1080/07448481.2022.2077111

Cited by 7 publications

(5 citation statements)

References 12 publications

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“…Previously published literature has typically focused on students, community partners, or one CEL component. 4 , 13 , 16 To our knowledge, this is the first study of its kind to explore the advantages of various CEL opportunities in combination from student and community partner perspectives. Employing mixed methods allowed us to corroborate findings and generate greater depth of findings that likely would have not been possible with one method alone.…”

Section: Discussionmentioning

confidence: 99%

“… 1 – 3 The coronavirus disease 2019 (COVID-19) pandemic further highlighted this critical need for public health professionals to meet the additional demands of a global crisis. 4 In fact, students in health professions reported an increased interest in public health training and careers during the COVID-19 pandemic, 4 emphasizing the important role that the postsecondary institutions serve in delivering public health education and preparing individuals to enter a wide range of roles centered around disease prevention and health promotion. 2 Globally, the demand for skilled public health professionals has been expressed by the fact that many regions across the world have already developed accredited programs or are currently in the process of developing programs for public health training.…”

Section: Introductionmentioning

confidence: 99%

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A mixed-methods assessment of community-engaged learning in a Master of Public Health program

Thaivalappil,

Coghlin,

Bell

et al. 2023

SAGE Open Medicine

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Objective: Community-engaged learning is used in Master of Public Health programs to enhance student training, connect with communities, help solve societal issues, develop competencies, and build partnerships. However, it is unclear how much community-engaged learning components supplement existing Master of Public Health programs and prepare students in developing these competencies. Thus, the aim of this study was to apply an explanatory mixed-methods study design to evaluate a Canadian Master of Public Health program’s community-engaged learning activities and propose recommendations to strengthen public health training and course delivery. Methods: We conducted a questionnaire among Master of Public Health students ( n = 25), focus group discussion with a subset of these students ( n = 7), and one-on-one semi-structured telephone interviews with community partners who had previously hosted Master of Public Health students for practicum placements ( n = 11). Results: Community-engagement enhanced learning among Master of Public Health students, with the practicum placement, and program development capstone resulting in the largest self-reported development. Students in the focus group indicated community engagement provided skill and professional development, but also identified wanting additional curriculum coverage on various statistical software and qualitative research methods. Interviews with community partners revealed benefits of practicum placements such as mutual knowledge transfer, increased organizational capacity, and strengthened academic–community partnerships. Community partners also commented on challenges with recruitment, training, and aligning student–organization goals. Conclusion: The findings from this study suggest that an update to the Master of Public Health program curriculum, its core competencies, a combination of community-engagement activities, and future evaluations will be needed to advance education delivery.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A mixed-methods assessment of community-engaged learning in a Master of Public Health program

Thaivalappil,

Coghlin,

Bell

et al. 2023

SAGE Open Medicine

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“…Literature about how these challenges have been experienced by health professions educators and students is still emerging [7,8]. This article contributes to the growing body of literature concerning M&HP educator and learner experiences during the pandemic.…”

Section: Introductionmentioning

confidence: 99%

What Was It like to Learn or Teach in the Health Professions during the COVID-19 Pandemic? Sombre and Tough: A Duoethnography

Ruiz Cosignani,

Jowsey

2024

COVID

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The 2020 COVID-19 pandemic proved challenging for people working and teaching in the health professions. What was it like to learn or teach in the health professions during the pandemic? What challenges were experienced, and how were these navigated? We undertook duoethnography to provide answers to these questions. The authors are an endodontist from Chile who undertook her Master of Clinical Education in New Zealand during the COVID-19 pandemic and one of her postgraduate supervisors. A dataset of 40 photo-reflection dyads and duoethnographic text are presented. We experienced this pandemic as isolating, sombre and tough, albeit for different reasons. Managing relationships and family needs from a distance or in the same space in which work was to occur proved difficult. Postgraduate research was slowed. The educator workload was significantly increased, especially for the first six months of the pandemic, whereby she was tasked with rapidly creating a lot of online virtual learning material. We draw on Emotional Labour theory to make sense of these experiences. Support for clinical educators during pandemics should cater to situational contexts. We recommend Communities of Practice, psychological supports, acts of care (including self-care), wellbeing initiatives, and arts-based practice as potential mechanisms to support educators and learners.

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“…Although it is unclear why the field saw an increase in applicants, it is plausible that the pandemic led first-time applicants to be more exposed or introduced to the field. While a recently published study found that the pandemic had a positive influence on students’ desire to seek careers and further training in public health (Gamber et al, 2022). The MPH core competency model supports students’ career goals by developing targeted professional skills, like designing population-based policy, through applied and experiential learning elements.…”

Section: Introductionmentioning

confidence: 99%

Public Health Graduate Students’ Longitudinal Perceptions of Remote Learning Challenges and Career Goals During an Ongoing Public Health Crisis

Zamora

August

Anderson

2023

Pedagogy in Health Promotion

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The ongoing COVID-19 pandemic created a shift from traditional face-to-face learning toward remote learning, resulting in students experiencing unforeseen challenges and benefits through participation in a non-traditional mode of education. Little is known regarding the impact that a shift to remote learning may have had on the learning experiences and the career goals of Master of Public Health (MPH) students. A qualitative study was conducted among a convenience sample of MPH students in the US from January to April 2021. The primary aims were (1) to describe salient challenges or benefits of learning that persisted throughout a semester of remote learning and (2) to describe how being in graduate school during the pandemic impacted students’ career goals in public health. A secondary aim was to describe students’ general feelings regarding their public health education, given their lived experience of remote learning during the COVID-19 pandemic. Study findings demonstrated that MPH students had mixed perceptions of how a shift to remote learning during a public health crisis impacted their learning experiences and career goals in public health over one semester. Understanding students’ responses can guide public health instructors to best prepare trainees to join the workforce during ongoing and future unforeseen public health crises that continue or have the potential to disrupt learning modalities.

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The impact of COVID-19 on health professions student’s perceptions, future education and career aspirations and confidence in public health responses

Cited by 7 publications

References 12 publications

A mixed-methods assessment of community-engaged learning in a Master of Public Health program

A mixed-methods assessment of community-engaged learning in a Master of Public Health program

What Was It like to Learn or Teach in the Health Professions during the COVID-19 Pandemic? Sombre and Tough: A Duoethnography

Public Health Graduate Students’ Longitudinal Perceptions of Remote Learning Challenges and Career Goals During an Ongoing Public Health Crisis

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