A Case-Based, Problem-Based Learning Approach to Prepare Master of Public Health Candidates for the Complexities of Global Health

摘要

Global health is a dynamic, emerging, and interdisciplinary field. To address current and emerging global health challenges, we need a public health workforce with adaptable and collaborative problem-solving skills. In the 2013–2014 academic year, the Hubert Department of Global Health at the Rollins School of Public Health–Emory University launched an innovative required core course for its first-year Master of Public Health students in the global health track. The course uses a case-based, problem-based learning approach to develop global health competencies. Small teams of students propose solutions to these problems by identifying learning issues and critically analyzing and synthesizing new information. We describe the course structure and logistics used to apply this approach in the context of a large class and share lessons learned. Rapid globalization and unprecedented investment in global health research and programs over the past decade have generated demand for training in global health. 1 However, global health is a dynamic, emerging, and interdisciplinary field that presents challenges for curricular development. 2 The speed of technical, scientific, and programmatic developments in relation to HIV over the past decade 3 provides an example of just how quickly content delivered via traditional didactic modes of instruction risks becoming outdated. In a rapidly changing world, instruction needs to focus on nurturing the systems-level thinking that is central to understanding the complexity of current and emerging global health challenges. 4 It also needs to foster the critical thinking and respect for contextual specificity that are essential for effective and sustainable solutions. Although global health competencies have been proposed by the Association of Schools and Programs of Public Health (ASPPH) to guide instruction, 5 less attention has been given to the pedagogical approaches best suited to helping students develop these competencies. In research conducted by the University of Washington to inform the design of its curriculum, global health leaders recommended that training should focus on experiential learning and employ case studies and problem-based course work. 6 Columbia University uses a case-based approach in components of its new curriculum (that seeks to bring together global and local health). 7 Emory University has run a successful Global Health Case Competition since 2009, inviting interdisciplinary teams of students to competitively seek feasible and sustainable solutions to real-life global health challenges 8 and has developed a case-based introductory course directed to nonglobal health Master of Public Health (MPH) students. 2 We argue that a case-based, problem-based approach is particularly well-suited to the development of a workforce with adaptable and collaborative problem-solving skills 9 that can address global health challenges, and we describe our approach in detail. The Hubert Department of Global Health at the Rollins School of Public Health at Emory University has had an MPH track in global health since 1985. The demand for this program has grown over the past 12 years from 52 students enrolled in 2001 to 159 in 2013, and students in the global health tracks now represent 33% of all MPH students at Rollins. These students have an average of two years of global health experience. In addition, approximately 20% of the MPH student body at Rollins is from outside the United States with 27 different countries represented in the current cohort. Many of these international students are midcareer professionals with significant field experience. In the 2011–2012 academic year, the Rollins School of Public Health added a required core course in global health for non–Global Health Department students (GH500), to the traditional requirements of master’s-level public health training. 2 This course is competency-driven, interdisciplinary, case-based, and incorporates new interactive technologies. It aims to enable students to integrate core public health disciplines into team-based problem solving around authentic global health challenges. In the 2013–2014 academic year, we applied lessons learned from this experience in the development of a new core course for students in the Global Health Department, named Global Challenges and Opportunities (GH501). The subsequent sections detail our development and execution of GH501.

机译：全球卫生是一个动态，新兴和跨学科的领域。为了应对当前和新兴的全球卫生挑战，我们需要具有适应性强和协作解决问题能力的公共卫生队伍。在2013-2014学年，埃默里大学罗林斯公共卫生学院的休伯特全球卫生系为全球卫生专业的一年级公共卫生硕士课程开设了创新性必修课程。该课程采用基于案例，基于问题的学习方法来发展全球卫生能力。小型学生小组通过识别学习问题并严格分析和综合新信息，为这些问题提出解决方案。我们描述了在大班教学中应用这种方法的课程结构和后勤工作，并分享了经验教训。在过去的十年中，快速的全球化和对全球卫生研究和计划的空前投资引起了对全球卫生培训的需求。 1然而，全球卫生是一个动态，新兴且跨学科的领域，对课程开发提出了挑战。 2过去十年中与艾滋病相关的技术，科学和计划发展速度3提供了一个例子，说明通过传统的教学方式交付的内容有多快就会过时。在瞬息万变的世界中，教学需要集中精力培养对于理解当前和正在出现的全球卫生挑战的复杂性至关重要的系统级思维。 4它还需要培养批判性思维和对因地制宜的尊重，这对于有效和可持续的解决方案至关重要。尽管学校和公共卫生计划协会（ASPPH）提出了全球卫生能力来指导教学，但对最适合帮助学生发展这些能力的教学方法的关注却很少。5在华盛顿大学进行的旨在为其课程设计提供信息的研究中，全球卫生领导人建议培训应侧重于体验式学习，并采用案例研究和基于问题的课程工作。 6哥伦比亚大学在其新课程的组成部分中采用了基于案例的方法（力求将全球和地方卫生融合在一起）。 7艾默里大学（Emory University）自2009年以来成功举办了一场全球健康案例竞赛，邀请跨学科的学生团队竞争性地寻求可行和可持续的解决方案，以应对现实生活中的全球健康挑战8，并且针对非全球卫生领域的学生开发了基于案例的入门课程。健康（MPH）学生。 2我们认为基于案例，基于问题的方法特别适合于具有适应性和协作性解决问题能力9的员工队伍的发展，这些技能可以应对全球卫生挑战，并且我们详细描述了我们的方法。自1985年以来，埃默里大学罗林斯公共卫生学院的休伯特全球卫生系在全球卫生领域拥有MPH学位。在过去的12年中，对该计划的需求从2001年的52名学生增加到2013年的159名，现在，全球健康专业的学生占Rollins所有MPH学生的33％。这些学生平均拥有两年的全球卫生经验。此外，罗林斯（Rollins）的MPH学生群体中约有20％来自美国以外的地区，目前的这个群体代表了27个不同的国家。这些国际学生中有许多是具有丰富现场经验的职业中期专业人员。在2011-2012学年，罗林斯公共卫生学院在硕士水平的公共卫生培训的传统要求中增加了非全球卫生学系学生所需的全球卫生必修核心课程（GH500）。 2本课程以胜任力为导向，跨学科，以案例为基础，并结合了新的交互式技术。它的目的是使学生能够围绕真正的全球健康挑战，将核心公共卫生学科整合到基于团队的问题解决中。在2013-2014学年，我们将从这一经验中学到的经验教训用于为全球卫生部的学生开发名为“全球挑战与机遇（GH501）”的新核心课程。以下各节详细介绍了GH501的开发和执行。

A Case-Based, Problem-Based Learning Approach to Prepare Master of Public Health Candidates for the Complexities of Global Health

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