Improving Undergraduate Epidemiology Education: An Example Using Instructional Teams.

Area of Science:

• Public Health Education
• Pedagogical Research

Background:

• Epidemiology is crucial for public health curricula and community well-being.
• Evidence-based, collaborative teaching methods enhance student success and learning outcomes.

Purpose of the Study:

• To evaluate the impact of an instructional team's pedagogical approach on student learning in an undergraduate epidemiology course.
• To compare learning gains, grade distributions, and student satisfaction between the new approach and prior course offerings.

Main Methods:

• Pre-/posttesting was used to measure learning gains in a large undergraduate course (approx. 120 students).
• Grade distributions (including D, E, and withdrawal rates) and student course evaluations were analyzed.
• A comparative analysis was conducted between the prior course offering and the one employing the instructional team.

Main Results:

• An 18% greater learning gain was observed with the instructional team approach (p=0.002).
• The ratio of 'A' to 'B' grades increased by approximately 10% (p=0.041).
• Student satisfaction was higher (80.4% positive sentiment) with the instructional team compared to the prior offering (76.1%).

Conclusions:

• Evidence-based pedagogical strategies, such as employing an instructional team, demonstrably improve student learning and satisfaction in public health education.
• These improved outcomes contribute to developing a knowledgeable populace prepared for public health challenges.
• Further adoption of effective teaching practices is recommended to enhance educational goals.