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MPH Capstone experiences: promising practices and lessons learned.

Meg Landfried1, Elizabeth Chen1, Lindsay Bau Savelli1

  • 1Department of Health Behavior, Gillings School of Global Public Health, The University of North Carolina at Chapel Hill, Chapel Hill, NC, United States.

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|May 30, 2023
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Summary
This summary is machine-generated.

The Capstone service-learning course enhances public health training by fostering community collaboration. This model benefits students and partners by developing practical public health resources and strengthening campus-community ties.

Keywords:
CapstoneMPHaccreditationcommunity partnerculminating experiencegraduate public health educationintegrative learning experienceservice-learning

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Area of Science:

  • Public Health Education
  • Community-Based Participatory Research
  • Service-Learning Pedagogy

Background:

  • Graduate public health programs require students to complete an Integrative Learning Experience (ILE) for workforce readiness.
  • The Council on Education for Public Health (CEPH) mandates ILEs to synthesize competencies and produce high-quality written work.
  • Limited examples exist on ILE pedagogies that benefit both students and community partners.

Purpose of the Study:

  • To describe a community-led, year-long, group-based ILE, named Capstone, for Master of Public Health (MPH) students.
  • To outline the aims of the Capstone course: enhancing capacity, creating public health resources, improving student preparedness, and strengthening partnerships.
  • To share promising practices, outcomes, lessons learned, and recommendations for replicating the Capstone model.

Main Methods:

  • Description of the Capstone course's staffing model, project recruitment, selection, and matching processes.
  • Analysis of course evaluation data to summarize student and community partner outcomes.
  • Review of 13 years of program implementation, including key promising practices and deliverables.

Main Results:

  • 127 Capstone teams collaborated with 79 partner organizations, providing over 103,000 hours of in-kind service.
  • Produced 635 unique public health products or deliverables, enhancing community capacity and student skills.
  • Demonstrated mutual benefits for students and community partners through enhanced preparedness and strengthened campus-community partnerships.

Conclusions:

  • The Capstone model offers a successful framework for community-led ILEs in public health education.
  • Key promising practices in staffing, project management, and course structure contribute to its effectiveness.
  • The model provides valuable lessons and recommendations for other institutions seeking to implement similar service-learning initiatives.