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首页> 外文期刊>Journal of public health management and practice: JPHMP >A Framework for Practice-Based Teaching in Public Health
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A Framework for Practice-Based Teaching in Public Health

机译：基于实践的公共卫生教学框架

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Context: 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. Program: 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. Implementation: 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. Evaluation: 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. Discussion: 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.
机译：背景信息：为在其职业生涯中成功应用公共卫生毕业生的硕士，公共卫生的认可学校必须确定实践所需的知识，技术和专业技能，并为在公共卫生环境中应用这些技能的机会。计划：基于实践的教学（PBT）是一种教学方法，学生通过课程教学学习，同时在实际问题上工作，并为公共卫生机构生产可实现的可交付成果。目前，不存在设计，实施和评估教育学的框架。本文为公共卫生定义了PBT，并提出了一个新的5步框架，PBT步骤，指导教师，了解公共卫生教育的实践课程，包括（1）确保伙伴关系，（2）培训和技术，（ 3）参与和实施，（4）提出可交付成果，（5）调整结果。实施：PBT已在国内和全球课程中使用PBT步骤，教授各种技术能力。 PBT课程的合作机构从基于小社区的组织到大型公共卫生部门，到国际非政府组织和私立医院。通过从过去PBT课程的实际示例描述和说明每个步骤。评价：通过混合方法方法评估实际例子，以评估学生和合作机构的结果。所有学生（n = 12）都报告了课程中涉及技术和专业能力的能力显着增加，所有机构（N = 3代表5个不同的项目）报告了最终可交付成果的效用和服务的人口。讨论：通过PBT协作创建的证据知识，可行和创新的解决方案为原子能机构和他们服务的社区提供了重大效益，同时成功地培训了公共卫生员工的学生。利用PBT步骤框架允许成功和生产的学术和社区合作。

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