A mixed-methods assessment of community-engaged learning in a Master of Public Health program

Abhinand Thaivalappil; Rachel Coghlin; Courtney Bell; Brendan Dougherty; Stephanie Duench; Rachelle Janicki; Andrew Papadopoulos

doi:10.1177/20503121231176637

A mixed-methods assessment of community-engaged learning in a Master of Public Health program

SAGE Open Med. 2023 May 29:11:20503121231176637. doi: 10.1177/20503121231176637. eCollection 2023.

Authors

Abhinand Thaivalappil¹, Rachel Coghlin², Courtney Bell³, Brendan Dougherty¹, Stephanie Duench⁴, Rachelle Janicki⁵, Andrew Papadopoulos¹

Affiliations

¹ Department of Population Medicine, University of Guelph, Guelph, ON, Canada.
² Health Promotion Team, Wellington-Dufferin-Guelph Public Health, Guelph, ON, Canada.
³ Infection Prevention and Control, Fraser Health Authority, Surrey, BC, Canada.
⁴ Health Protection and Investigation Division, Region of Waterloo Public Health and Emergency Services, Waterloo, ON, Canada.
⁵ Office of the Chief Science Officer, Public Health Agency of Canada, Guelph, ON, Canada.

Abstract

Objective: Community-engaged learning is used in Master of Public Health programs to enhance student training, connect with communities, help solve societal issues, develop competencies, and build partnerships. However, it is unclear how much community-engaged learning components supplement existing Master of Public Health programs and prepare students in developing these competencies. Thus, the aim of this study was to apply an explanatory mixed-methods study design to evaluate a Canadian Master of Public Health program's community-engaged learning activities and propose recommendations to strengthen public health training and course delivery.

Methods: We conducted a questionnaire among Master of Public Health students (n = 25), focus group discussion with a subset of these students (n = 7), and one-on-one semi-structured telephone interviews with community partners who had previously hosted Master of Public Health students for practicum placements (n = 11).

Results: Community-engagement enhanced learning among Master of Public Health students, with the practicum placement, and program development capstone resulting in the largest self-reported development. Students in the focus group indicated community engagement provided skill and professional development, but also identified wanting additional curriculum coverage on various statistical software and qualitative research methods. Interviews with community partners revealed benefits of practicum placements such as mutual knowledge transfer, increased organizational capacity, and strengthened academic-community partnerships. Community partners also commented on challenges with recruitment, training, and aligning student-organization goals.

Conclusion: The findings from this study suggest that an update to the Master of Public Health program curriculum, its core competencies, a combination of community-engagement activities, and future evaluations will be needed to advance education delivery.

Keywords: Public health; community engagement; education; evaluation; practice-based learning.