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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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To Evaluate Structured Competency-Based Curriculum for Health Programs among Community Medicine Postgraduates: Mixed
Rashmi Kundapur1, Anusha Rashmi2, Kumar Guru Mishra1
1Department of Community Medicine, AIIMS, Bibinagar, Hyderabad, Telangana, India.
Summary
A structured public health competency-based curriculum (SCBC) improved postgraduate learning and field integration. Students reported enhanced satisfaction and creativity, indicating SCBC
Area of Science:
- Public Health Education
- Curriculum Development
- Competency-Based Education
Background:
- Current postgraduate health programs lack intensive and integrative structures.
- Information in public health is often unclear and infrequent.
- Structured public health competency-based education is crucial for integrative healthcare.
Purpose of the Study:
- To evaluate a structured competency-based curriculum (SCBC) for health programs.
- To assess the effectiveness of SCBC in improving postgraduate public health education.
Main Methods:
- A mixed-methods approach involved postgraduate students, faculty, and district administration stakeholders.
- The SCBC was piloted and validated.
- Evaluation included pre- and posttest analysis, satisfaction surveys, and reaction/learning questionnaires.
Main Results:
- SCBC assessment scores for problem-solving and program evaluation exceeded 75%.
- Scores for resource allocation and written program evaluation were 65% and 52%, respectively.
- SCBC demonstrated a critical evaluation score of 70% (p<0.001) compared to conventional methods.
Conclusions:
- Students found SCBC improved understanding and field integration.
- The curriculum enhanced student satisfaction and encouragement.
- SCBC promotes student-centric learning and creativity in public health.
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