Integrating Science & Practice: Content Analysis of MPH Students’ Experiences in Case-Based Public Health Education

Abstract

Due to the complex nature of public and global health problems, case-based education is critical to the development of the next generation of public health leaders. This study leveraged students’ evaluations of their learning experience to identify how courses can equip students to serve as practitioners in complex environments. The Integration of Science & Practice (ISP) course at a private school of public health in NYC was evaluated using a mixed methods approach. The course consists of 14 cases designed to introduce, practice, and reinforce skills in assessing complex public health evidence and forming principled arguments for policy and action. Data were drawn from secondary, deidentified student evaluation surveys. The study sample included 419 enrolled students (346 respondents (82.8%), 232 repeat respondents (55.3)). Quantitative analyses assessed student characteristics, course ratings, and the perceived usefulness of individual cases. Qualitative analyses examined student-reported skill development and learning experiences. Students rated the ISP with a median rating of 5 and a mean of 4.5 (on a 1–5 scale, 5 = excellent). Student-choice cases were rated slightly higher in usefulness (3.77–3.82/4). Qualitative findings highlighted how pedagogy and instructor qualities contribute to a safe and constructive learning environment for skill development in communicating effectively in difficult conversations, building and communicating evidence-based arguments, perspective-taking, building a sense of community, and critical thinking. Case-based courses can build competencies needed for addressing complex public health challenges and therefore public health schools should focus on developing and evaluating the success of this type of course.