Incorporating practical application in graduate introductory public health courses

• Published in: On the horizon 2015-11, Vol.23 (4), p.309-322
• Main Authors: Greece, Jacey A, Patterson, Joanne G, Kensky, Sarah A, Festa, Kate
• Format: Article
• Language: English
• Subjects: Behavioral Objectives; Behavioral sciences; Classrooms; Collaboration; Cooperative learning; Core competencies; Core curriculum; Course Content; Discipline; Education; Educational Environment; Educational Research; Global & comparative education; Health education; Interdisciplinary aspects; Public health; Public health education; Reflective teaching; Schools; Skills; Students; Teaching; Teaching Methods; Workforce
• ISSN: 1074-8121; 2054-1708
• DOI: 10.1108/OTH-05-2015-0021

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.