This paper assesses a graduate program in public health that relies on problem-based learning pedagogy and field-based instruction premised on service-learning practice developed at MCP Hahnemann University. This model is consistent with John Dewey's "educative experience" in that it is learner-driven, promotes intellectual curiosity, team building, reflection, life-long learning, and self-assessment skills. In preparing students for an increasingly complex public health practice requiring problem solving, critical thinking, and synthesis skills, as well as the ability to command and apply sophisticated knowledge, students grapple with real world case-based curricular cases, and increasingly complex community-based projects designed to meet the needs of a client. Preliminary evidence derived from four graduating classes and students' employers suggests that the combination of a PBL curriculum and field-based service-learning instruction enables students to apply what they have learned in new settings, problem solve, monitor their progress, and identify further expertise. Future research must address the impact of goal setting with community partners on students' learning outcomes, and the types of knowledge acquired through service-learning.
Learning Objectives: "At the conclusion of the session, the participant (learner) in this session will be able to: 1. Describe the connection between problem-based learning and service-learning in graduate public health education. 2. Describe the major components of a service-learning curriculum in graduate public health, including curriculum development, faculty development, reflection, and communityh partnership-building. 3. List at least one benefit of service-learning to each of these key stakeholders: learner, faculty, school of public health, community-based agency, community member 4. Describe at least two methods for assessing the outcomes of service-learning
Keywords: Public Health Curricula, Community Collaboration
Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: None
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.