Improving student confidence to engage in productive discourse on controversial public health topics: an evaluation...

Engaging in respectful, evidence-based dialogue on controversial public health issues is an essential competency in undergraduate public health education, where future professionals must be able to navigate sensitive topics with diverse interest holders. In the current political context, however, such discussions can be challenging for students, underscoring the need for structured educational approaches that develop skills in critical examination, debate, and constructive communication. This study evaluates the impact of participation in PHC3603 Critical Issues in Public Health on students' confidence in their ability to engage in productive conversations on controversial public health topics, including with individuals holding differing viewpoints.

Study participants included undergraduate students enrolled in PHC3603 in the Fall 2023 semester (n = 64). PHC3603 is an undergraduate course that utilizes multiple learning modalities, collaborative learning, and the creation of a welcoming class environment to help students develop the array of skills needed to meaningfully engage in productive discourse on challenging topics. Students completed a self-reflective survey in the first and last week of the course that included fourteen Likert-type and two open-ended items. Mixed-methods analysis was completed using Wilcoxon signed-rank tests and inductive qualitative content analysis.

Findings demonstrate significant increases in students' perceived confidence on all quantitative measures. Qualitative findings complemented the quantitative results by illustrating students' enhanced confidence in engaging in structured discussions on controversial public health topics, including improved abilities in argument construction, critical appraisal of evidence, and application of the ARE framework. Students also reported gains in socio-emotional competencies, such as open-mindedness, empathy, active listening, and maintaining respectful and composed dialogue during challenging discussions.

Findings highlight effective strategies for improving student confidence in engaging in reasoned discourse around controversial public health topics and offers evidence on effective methods for implementation in higher education. Findings further present an opportunity to increase awareness of the importance of developing student confidence and skills related to engaging in productive, evidence-based conversations on divisive public health issues.