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The Effectiveness and Flexibility of Practice-Based Teaching: A Long-term, Cross-disciplinary Evaluation
Jacey A Greece1, Candice Bangham1, James Wolff2
1Department of Community Health Sciences, Boston University School of Public Health, Boston, MA, USA.
Public Health Reports (Washington, D.C. : 1974)
|February 14, 2022
Summary
Practice-based teaching (PBT) in public health education equips students with essential skills and workforce readiness. This approach yields long-term benefits for students, agencies, and schools, demonstrating its value in public health training.
Area of Science:
- Public Health Education
- Pedagogy in Higher Education
Background:
- Schools of Public Health (SPHs) require real-world training for students.
- Practice-based teaching (PBT) offers immediate skill application but long-term impacts are less understood.
Purpose of the Study:
- To evaluate the long-term impacts of PBT on students, public health agencies, faculty, and SPH administration.
- To determine if the benefits of PBT outweigh its challenges.
Main Methods:
- A mixed-methods pre-post-test evaluation was conducted.
- Assessed short-term (2015) and long-term (3 years later) outcomes using quantitative and qualitative data.
- Included 4 PBT courses, 56 students, 9 agencies, 7 faculty, and 8 administrators.
Main Results:
- Students reported skill acquisition, workforce readiness (91.0%), and sustained appreciation (78.6%).
- Agencies reported successful project implementation (77.8%), enhanced networks (88.7%), cost savings, and improved community outcomes.
- Faculty and administrators recognized PBT's value for student preparation, teaching, and research.
Conclusions:
- PBT is a flexible pedagogy preparing public health students with technical skills and professional competencies.
- PBT fosters lasting resources for agencies and enhances field connections, crucial in evolving higher education.
- The long-term benefits of PBT support its integration into public health curricula.
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