Does Practice-Based Teaching Prepare Students for the Workforce? An Evaluation to Assess Long-Term Outcomes of Teaching through Practical Application
Learning Areas:Conduct evaluation related to programs, research, and other areas of practice
Implementation of health education strategies, interventions and programs
Planning of health education strategies, interventions, and programs
Public health or related education
Explain the importance of rigorous, independent evaluations in teaching practice-based courses to assess both short-term and long-term outcomes. Describe the importance of measuring competencies (i.e., knowledge and skills) of recent MPH graduates for a particular class and teaching pedagogy, and how the results can inform changes to the class and/or pedagogy. Discuss how evaluation results of long-term indicators can inform practice-based teaching, skill building activities, and course development. Identify measurable and important long-term outcomes of interest in the evaluation of teaching and sources to measure those outcomes.
Keyword(s): Evaluation, Public Health Curricula & Competencies
Qualified on the content I am responsible for because: I have been a co-principal of multiple local studies focusing on the impact of practice- and case-based teaching on student knowledge and skills acquisition. My public health education interests include application of online-, case-, and practice-based teaching in undergraduate and master-level community health and social and behavioral sciences coursework. Additionally, my scientific interests include LGBT health, cancer disparities, survivorship, risk behaviors, and multi-level interventions.
Any relevant financial relationships? No
I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.