Integrative and Applied Learning in Undergraduate Public Health Instruction: Internship

Background: Our undergraduate public health internship began in 1994 with 30 students. The program provides students with an extended opportunity to apply information learned in the classroom. Currently we place 130 students into internships annually. The program has continuously evolved to better prepare undergraduate public health students for careers in a variety of health professions and support priorities of our curriculum. Several innovative strategies have been added to ensure that students are well prepared to enter the public health workforce (internship preparation class, e-portfolio). As more attention is given to undergraduate public health instruction it is important to evaluate our capstone student experience to ensure that learner outcomes reflect national expectations for public health students. Methods: We evaluate emerging aspects of the Integrative and Applied Learning domain of the Undergraduate Public Health Learning Outcomes Development project using samples of preceptor reports and student portfolios. We use a rubric to assess core constructs found within documentation of internship accomplishments (e.g. action-based learning outcomes, experiential learning). An inventory of sites, preceptor qualifications, populations served, etc. is constructed. The students' electronic-portfolio and public health essays are the key documents used to evaluate learner outcomes. Results: The internship structure and supervision mechanisms will be discussed. Student experiences, achievement of competencies, and impact on student learning and professional growth will be reported. Conclusion: A well-designed and supervised internship is critical to providing a consistent learning opportunity for students to apply and integrate knowledge and skills acquired in the classroom.