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Student reflections on an interdisciplinary pandemics course utilising systems thinking.

Karen Shelley1, Nicholas J Osborne1,2,3, Simon Reid1

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Summary

This study shows that an interdisciplinary course using systems thinking improved public health students' understanding of pandemic response. The approach helps prepare a more adaptable health workforce for complex public health challenges.

Keywords:
curriculum and pedagogyhealth promotioninterdisciplinarypublic health

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Area of Science:

  • Public Health Education
  • Interdisciplinary Studies
  • Systems Thinking in Health

Background:

  • The COVID-19 pandemic revealed the need for interdisciplinary collaboration in public health training.
  • Traditional public health education often focuses on siloed specializations, hindering preparedness for complex health crises.

Purpose of the Study:

  • To evaluate if systems thinking in course design fostered understanding of interdisciplinary public health practice.
  • To assess the effectiveness of an intensive "Public Health in Pandemics" course.

Main Methods:

  • Student feedback was gathered through focus group interviews (n=8) and a course opinion survey (n=11).
  • Qualitative and quantitative data assessed perceptions of course design, delivery, and comprehension of pandemic complexities.

Main Results:

  • Students reported positive experiences, indicating the course design aided understanding of complex health issues.
  • Participants felt better equipped to grasp the necessity of cross-sectoral collaboration in pandemic response.

Conclusions:

  • An integrated, interdisciplinary approach using systems thinking enhanced students' ability to understand pandemic preparedness and response.
  • This educational model can cultivate an agile and adaptive public health workforce for future challenges.