Health in All Policies: Teaching Evidence-Based Policy in an Inter-professional Undergraduate Elective

Background:

This study was conducted to understand if a mixed group of undergraduate students could analyze population health data accurately, make evidence-based policy recommendations, and advocate for an important local community health policy (1^st tri-mester prenatal care access).  

Methods:

The course was a 2-credit on-line/in-class health policy elective, team-taught by multi-disciplinary faculty. Pre- and post-tests for policy knowledge were analyzed, as were student statistical exercises, policy briefs, and course evaluations.

Results:

A paired-samples t test was conducted to evaluate student scores on a policy knowledge inventory. Mean scores on the post test (M=10.0, SD= 3.72) were significantly greater than the pre test (M=7.06, SD= 1.80), t(15)= -5.65, p <.001; 95% CI -4.05 to -1.83). Without significant faculty support, students were unable to calculate simple percentages from a 2 variable Excel file derived from local vital statistics records. Policy briefs were successful using the Johns Hopkins MCH Policy brief checklist. Student course evaluations revealed increased policy knowledge and comfort with the policy process, and grave dissatisfaction with the amount of work required in this elective course.

Conclusions:

Learning outcomes were positive, however, student evaluations were brutal. The course was significantly revised with substantial “scaffolding” for statistical exercises, the team-teaching format was eliminated, and the course is now offered exclusively on-line. This has had the effect of attracting a different caliber of students (mostly nursing), currently enrolled, who have received the revised course well.