Department of CommunityHealth and Prevention, Drexel University School of Public Health, Philadelphia, PA 19102. USA.
J Public Health Manag Pract. 2011 Jul-Aug;17(4):337-43. doi: 10.1097/PHH.0b013e3182140c78.
We studied students' perceptions regarding a required 120-hour practicum within a program including service learning and Problem-based Learning. Responses to pre- and postpracticum surveys and a second-year survey were analyzed for 2008 to 2010 graduates. Preceptors' responses regarding students' performance were also analyzed.
To assess attainment of public health competencies by analyzing student and preceptor identification of areas for improvement.
Basis of study was a 29-item survey regarding competencies before/after practicum completion, and a 27-item postsurvey assessing perceptions of practicum, preceptor, and site. Instruments included a 5-point Likert Scale (1 = strongly disagree/highly ineffective to 5 = strongly agree/highly effective).
Practicum experiences are selected from more than 250 community-based partners including government, health systems & not-for-profit agencies.
Three first-year student cohorts and preceptors surveyed. Response rates varied across cohorts and instruments.
MAIN OUTCOME MEASURE(S): Study focused on satisfaction scores and pre- and postsurvey response differences reported by respondents.
Students reported high degrees of satisfaction & value in learning by doing, increased ability addressing real world problems, and commitment to working in the community. Preceptors reported satisfaction with students' competency and ability completing projects.
Experiential learning in competency-based graduate public health education derived from Problem-based Learning and service learning shares commonalities and relevance with public health practice, illustrating how Problem-based Learning enhances students' ability becoming self-directed, collaborative, problem-solvers working with communities. Students' service learning ethos is manifested in value attributed to the practicum and community advocacy. Self-assessment of personal and professional development appears enhanced through the practicum experience.
我们研究了学生对包括服务学习和基于问题的学习在内的课程中 120 小时实习的看法。对 2008 年至 2010 年的毕业生进行了实习前、实习中和第二年调查的预调查和后调查的分析。还分析了导师对学生表现的反馈。
通过分析学生和导师确定的改进领域，评估公共卫生能力的获得情况。
该研究的基础是一份关于实习前后完成情况的 29 项能力调查，以及一份关于实习、导师和实习场所的 27 项后调查，评估感知。工具包括 5 点李克特量表（1 = 强烈不同意/高度无效至 5 = 强烈同意/高度有效）。
实习经验来自 250 多个社区合作伙伴，包括政府、卫生系统和非营利机构。
接受调查的有三个一年级学生队列和导师。不同队列和工具的回复率有所不同。
研究重点是报告的满意度评分和预调查与后调查的反应差异。
学生报告了通过实践学习获得高度满意度和价值、提高解决实际问题的能力以及对在社区工作的承诺。导师报告对学生的能力和完成项目的能力感到满意。
基于问题的学习和服务学习的基于能力的研究生公共卫生教育中的体验式学习与公共卫生实践具有共同性和相关性，说明基于问题的学习如何增强学生成为自我指导、协作、解决问题者与社区合作的能力。学生的服务学习精神体现在他们对实习和社区宣传的重视。通过实习经验，自我评估个人和职业发展的能力似乎得到了提高。
