Greece Jacey A, Wolff James, McGrath Donna
Departments of Community Health Sciences (Dr Greece) and Global Health (Dr Wolff), Boston University School of Public Health, Boston, Massachusetts; and Educational Policy and Planning, Boston University School of Education, Boston, Massachusetts (Ms McGrath).
J Public Health Manag Pract. 2019 Sep/Oct;25(5):E30-E38. doi: 10.1097/PHH.0000000000000863.
To prepare master of public health graduates for successful application of public health competencies in their careers, accredited schools of public health must identify the knowledge, technical and professional skills needed for practice, and provide opportunities for application of these skills in public health settings.
Practice-based teaching (PBT) is a pedagogical approach where students learn through course instruction while working on a real problem and producing implementable deliverables for a public health agency. Currently, no framework exists for designing, implementing, and evaluating the pedagogy. This article defines PBT for public health and presents a novel 5-step framework, PBT STEPS, to guide faculty in development of a practice-based curriculum for public health education, including (1) securing partnerships, (2) training and technology, (3) engagement and implementation, (4) presenting deliverables, and (5) sizing up the results.
PBT has been implemented using PBT STEPS in both domestic and global courses, teaching a variety of technical competencies. Collaborating agencies for PBT courses have ranged from small community-based organizations to large departments of public health, to international nongovernmental organizations and to private hospitals. Each step is described and illustrated through a practical example from a past PBT course.
The practical example was evaluated through a mixed-methods approach to assess outcomes for students and collaborating agencies. All students (n = 12) reported significant increases in ability with the technical and professional competencies addressed in the course, and all agencies (n = 3 representing 5 distinct projects) reported utility of the final deliverables to the agency and populations served.
Evidence-informed, feasible, and innovative solutions created through PBT collaboration provide significant benefits to the agency and the communities they serve while successfully training students for the public health workforce. Utilizing the PBT STEPS framework allows for successful and productive academic and community collaborations.
为使公共卫生硕士毕业生能够在职业生涯中成功应用公共卫生能力，获得认证的公共卫生学院必须确定实践所需的知识、技术和专业技能，并提供在公共卫生环境中应用这些技能的机会。
基于实践的教学（PBT）是一种教学方法，学生通过课程指导学习，同时处理实际问题并为公共卫生机构生成可实施的成果。目前，尚无设计、实施和评估这种教学法的框架。本文为公共卫生定义了PBT，并提出了一个新颖的五步框架PBT STEPS，以指导教师开发基于实践的公共卫生教育课程，包括（1）建立合作伙伴关系，（2）培训与技术，（3）参与与实施，（4）展示成果，以及（5）评估结果。
PBT已通过PBT STEPS在国内和全球课程中实施，教授各种技术能力。PBT课程的合作机构范围从小型社区组织到大型公共卫生部门，再到国际非政府组织和私立医院。通过过去一门PBT课程的实际例子对每个步骤进行了描述和说明。
通过混合方法对实际例子进行评估，以评估学生和合作机构的成果。所有学生（n = 12）报告称，他们在课程中涉及的技术和专业能力方面的能力有显著提高，所有机构（n = 3，代表5个不同项目）报告称最终成果对机构和所服务人群有用。
通过PBT合作创造的基于证据、可行且创新的解决方案为机构及其服务的社区带来了显著益处，同时成功地为公共卫生劳动力培训了学生。利用PBT STEPS框架可实现成功且富有成效的学术与社区合作。
