Studying Vector-Borne Disease Transmission in Public Health Education Using a Geospatial Curriculum Approach

Abstract

Geospatial thinking and reasoning (GSTR) skills are currently not routinely integrated into public health curriculum for undergraduate students in colleges or universities. However, integrating GSTR skills into curriculum has been shown to increase spatial thinking skills, which leads to better cognitive thinking and problem solving skills. An Examining Vector-Borne Disease Transmission (EVBDT) curriculum unit was developed using the geospatial curriculum approach to investigate malaria, dengue fever, and zika disease spread in the environment, using patterns, data, and sociodemographic factors. The purpose of this design-based research study was to understand public health content learning and GSTR skill acquisition through use of the geospatial curriculum approach among students ( n = 95) enrolled in undergraduate public health content classes. Data sources included a classroom observation instrument; pretest and posttest measures for the Spatial Habits of the Mind survey; a pretest, Posttest 1, and delayed Posttest 2 EVBDT assessment that included public health content and GSTR skill items; and a postimplementation survey to understand students’ perceptions of geographic information systems use in the curriculum. Findings revealed significant mean differences showing growth in public health content learning and GSTR skills. The findings provide support that Web geographic information systems with appropriate curriculum design can engage students and affect both learning outcomes and GSTR skills in public health education.