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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Published on: December 9, 2022

An Evidence-Based Master of Public Health Curriculum.

Molly B Richardson1, Jessica T Chambliss1, Erika L Austin1,2

  • 1School of Public Health, University of Alabama at Birmingham, Birmingham, AL, USA.

Public Health Reports (Washington, D.C. : 1974)
|May 31, 2026
PubMed
Summary

This study redesigned a Master of Public Health curriculum using the Evidence-Based Public Health framework and CEPH competencies. The new curriculum enhanced student self-efficacy and competency achievement, preparing them for the public health workforce.

Keywords:
curriculum developmentevaluationpublic healthqualitative methodsworkforce

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Area of Science:

  • Public Health Education
  • Curriculum Development
  • Competency-Based Education

Background:

  • Master of Public Health (MPH) programs require alignment with current public health frameworks and accreditation standards.
  • The Council on Education for Public Health (CEPH) revised its competencies in 2016, necessitating curriculum updates.
  • The COVID-19 pandemic presented challenges and opportunities for innovative curriculum delivery.

Purpose of the Study:

  • To redesign an MPH core curriculum aligning with the Evidence-Based Public Health (EBPH) framework and 2016 CEPH competencies.
  • To evaluate the implementation and effectiveness of the revised curriculum during the COVID-19 pandemic.
  • To assess student satisfaction and self-reported competency achievement in the novel curriculum.

Main Methods:

  • MPH faculty mapped existing competencies to the EBPH framework and revised core courses.
  • A cohort model was used for curriculum implementation starting Fall 2020.
  • Student outcomes were evaluated using pre- and post-course surveys, focus groups, and interviews.

Main Results:

  • The redesigned curriculum, launched in Fall 2020, integrated health equity, community engagement, and essential public health services.
  • Survey data showed increased student self-efficacy and achievement of CEPH competencies.
  • High retention rates and positive qualitative feedback indicated curriculum relevance for diverse student populations.

Conclusions:

  • The developed evidence-based curriculum provides a model for other institutions seeking to enhance public health education.
  • Iterative refinement ensures the curriculum meets the evolving needs of public health practice.
  • This approach equips students with essential competencies for the 21st-century public health workforce.