Public Health Students Research Articles

Predicting dropout at master level using educational data mining: A case of public health students in Saudi Arabia

Student dropout and its economic and social consequences are significant issues in developing countries. Students who drop out experience reduced employment prospects and encounter social stigma. While early dropout prediction can assist in mitigating the consequences, it remains a considerable challenge. The present research employed a data mining approach to predict dropout of public health master-level students in Saudi Arabia, a developing nation that has invested considerable resources to promote higher education. The research model focused on three fundamental determinants of students’ dropout: individual, institutional, and academic. The study analysis on a dataset of 150 students revealed that all three determinants predicted student dropout. The results indicated that students with low academic performance who received an academic warning were likelier to drop out. Freshmen with poor academic achievement were particularly at risk of dropping out of college. Students between 31 and 36 years old who attended technical courses as a subject specialization could also dropout. The research contributes to the literature by suggesting that universities should consider these individual, institutional, and academic determinants to develop their dropout prevention strategies. This study has ramifications for university administrators in developing nations, such as Saudi Arabia, who can establish dropout prevention programs based on the determinants revealed in this study.

Public Health Student Evaluation of Teaching Qualitative Research Using Interactive Methods

Abstract Background: Interactive teaching methods aid post graduate students in learning qualitative research. Four academic researchers from the United Kingdom had an opportunity to teach qualitative research methods, specifically consensus methods, to the Master of Public Health students (MPH) during a visit to India. This teaching formed part of a work package with All India Institute of Medical Sciences Rishikesh, India exploring the concept of family resilience among families with children under 6 years. Aims: To use the experiences of the MPH students to gain knowledge and create meaning about using the consensus methods. Participants: The participants were the MPH students. Methods: We used the workshop method to introduce the concept of family resilience by using the question, ‘What will be the three top public health priorities in India to support family resilience in the 21st century?’ as a central theme for all the workshops. Furthermore, we introduced qualitative research methods and hands on experience of consensus methods to the students. The students were introduced to Delphi and Group Concept Mapping (GCM) methods during workshop 1. Workshop 2 introduced Nominal Group Technique (NGT) through a short presentation followed by a practical hands on session using GCM data from workshop 1. The last workshop (3) focused on the World Café method. Results: The students evaluated the workshops highly and asked for online sessions on GCM, NGT, and World Café which will be planned in the future. Conclusion: We concluded that the post graduate curriculum for master’s in public health studies would benefit from teaching using interactive research methods which will enhance their critical thinking and autonomy. Second, although the MPH curriculum had quantitative methods in place, introducing qualitative consensus methods will open new avenues into future research. Finally, teaching using practical demonstration gives students a voice and makes learning effective and enjoyable.

Commentary: trends in interests of new public health students concerning environmental health

IntroductionThis paper was based on data from the core course in environmental health (EH) for master’s in public health students at Rutgers School of Public Health (SPH), Rutgers Biomedical and Health Sciences at Rutgers, and The State University of New Jersey (NJ).MethodsThe multi-part poll or survey of students was in the first module (2 weeks) of the course’s eight module organization on Rutgers Canvas Learning Management System. We collected data every time the first author led this course section during the three academic semesters of each calendar year 2015-2023 (excluding winter 2022-summer 2023 due to grants buyout during COVID-19 pandemic).ResultsData suggested interesting trends and changes in geographic levels of interest over time for EH. When examining interests separately for urban EH and rural EH, the trend was toward approximately equal interests in local, county and state levels (lower than national level—U.S. or student’s home country/nation—but higher than global level). This is where many EH job opportunities are located. Overall, 95% of students reported they believed climate change is real, and 95% of students agreed (“yes”) human activities including combustion sources of pollution contribute to climate change. No one stated “no;” the rest were not sure at the time.DiscussionThese insights from new public health students across majors/concentrations in NJ could inform other accredited SPH across the U.S. and in other nations to help plan future versions of core courses in EH or SPH-wide integrated core courses in compliance with required competencies for accreditation.

Explaining the Required Knowledge and Skills for Public Health Undergraduates: a Qualitative Study in Golestan Province

Introduction: Health workers should be trained based on the real needs of the society in terms of quantity and quality, so that af ter graduation, they can be employed in organizational positions related to their field of study and solve the health problems of the society by providing relevant services within their scope of duties. The purpose of this study was to explain the required knowledge and skills for public health undergraduates. Methods: This qualitative study was conducted with the content analysis approach and by holding three focus group discussion sessions with 30 health network managers; managers, heads and experts of the technical groups of the deputy of health and the headquarters of health networks, and health care workers of comprehensive urban and rural health service centers in Golestan province. Data analysis was done using thematic content analysis method and MAXQDA software. Results: After merging the similar codes with each other, finally 55 codes were extracted and classified into 19 subthems and finally categorized into 4 thems. Management information needed by public health graduates included work mission in health, planning and supervision, work ethics and executive processes. Specialized and field information included re-emerging and emerging diseases, population youth, crisis management, mental health, reproductive health, aspects of social health and immunization. The practical skills of individual development included teamwork, communication skills and expression techniques, attracting social participation, using virtual networks and familiarity with information technology. Skills needed to work in the health system included regional situation assessment, operational planning, and first aid. Conclusion: The required knowledge of public health students can be provided by including the results of the study in the educational curricula and in accordance with the new instructions. Also, the combination of practical skills with theoretical topics during academic semesters and paying more attention to internship courses can train public health students according to the needs of the health system.

Environmental sustainability in healthcare: A qualitative study of the perspectives of nursing, medical and public health students in Kazakhstan

The aim wasThis study explored the perspectives of nursing, medical and public health students on environmental sustainability in healthcare. BackgroundThe healthcare sector has increasingly recognized the importance of adopting environmental sustainability over the past few years. This growing awareness emphasizes the need to thoroughly assess the connection between health care and environmental responsibility. DesignQualitative descriptive-exploratory design. MethodsThis study explored the views on environmental sustainability in health care of 29 nursing, medical and public health students at three universities in Kazakhstan through focus group discussions. Thematic analysis was used in the data analysis. Data collection was carried out from June to August 2023. ResultsUsing semantic thematic analysis, 209 initial codes were extracted, and then similar codes and meanings were grouped, leading to 21 categories until the development of the five significant themes. The five main themes are 'the impact of the environment on health', 'environmental sustainability practices in healthcare care', 'the importance of interdisciplinary collaboration in environmental sustainability in healthcare', 'intrinsic motivation to engage in environmental sustainability practices in healthcare' and 'challenges and barriers to practicing environmental sustainability in healthcare'. ConclusionsThe study findings suggest the critical aspect of addressing environmental sustainability through interprofessional collaboration and working on intrinsic motivation among health professionals. Furthermore, our study contributes in several ways to our understanding of environmental sustainability in healthcare. Provides a basis for clinicians, educators and policy makers to consider adding sustainability to their agenda to prepare future health professionals.

The Effectiveness of Classical Music Therapy in Reducing Anxiety Among Senior-Level Students when Facing Their Final Assignments Among Public Health Students at Universitas Indonesia Maju in 2023

The Effectiveness of Classical Music Therapy in Reducing Anxiety Among Senior-Level Students when Facing Their Final Assignments Among Public Health Students at Universitas Indonesia Maju in 2023

Charting the Advocacy Landscape: A Qualitative Content Analysis of Syllabi in Public Health Graduate Education.

Addressing public health challenges necessitates policy approaches, but concerns persist about public health graduates' preparedness to advocate. This qualitative study sought to assess advocacy content and skills taught to Master of Public Health students enrolled in US accredited schools and programs of public health (SPPHs) by analyzing 98 course syllabi submitted to the Council on Education for Public Health (CEPH) between 2019 and 2021. Syllabi were submitted by SPPHs during their (re)accreditation process to demonstrate compliance with CEPH's advocacy competency requirement. Qualitative content analysis study. Syllabi were analyzed using MAXQDA Qualitative Data Analysis Software using a 2-coder approach. SPPHs accredited by CEPH. Ninety-eight syllabi submitted to CEPH by 22 schools of public health and 54 programs of public health. Exemplary language from advocacy courses and assignments and aggregate frequency of syllabi advocacy content and skills. Most advocacy courses (61%) were survey, health policy, or health care delivery courses, covering policy (66%), policy communication (46%), coalition-building (45%), lobbying (36%), community organizing (33%), and media advocacy (24%) skills. Only 7% prioritized advocacy skill instruction, and 10% addressed how to advocate in an equitable way. Defining public health advocacy and essential skills is crucial. Issuing competency guidelines, supporting advocacy faculty, offering standardized training, and expanding experiential learning are important first steps. More research is needed on how academic institutions are incorporating equity skill training into courses, whether separate from or combined with advocacy skills.

Experiential Learning as a Path to Critical Consciousness in the Medical Curriculum: A Qualitative Study.

Clinical settings are increasingly focused on addressing patients' social needs, thus medical education must prepare future clinicians for this task. Critical consciousness, an awareness that puts health within a broader social, historical, and cultural context, could help shape students' understanding of patient social needs. Our paper explores how experiential learning through participation in a social care intervention deepened students' critical consciousness, or their understanding of the systems and structures that make it difficult for patients to meet their basic needs. We conducted one-on-one semistructured interviews with all 24 students who served as advocates for the intervention. Of the 24 advocates, 75% (n = 18) were first-year medical students, 17% (n = 4) were public health students, and 8% (n = 2) were social work students. Interviews were audiorecorded, transcribed verbatim, and analyzed using framework analysis. We identified themes informed by critical consciousness, including individual (assumptions and biases), interpersonal (communication and relationship), and structural (organization and power) factors. Within these categories, advocates expressed deeper self-awareness of personal biases (individual), the importance of interpersonal communication to build trust with caregivers (interpersonal), and the identification of the structural factors that influence health, such as housing conditions (structural). The advocates highlighted the importance of experiential learning to help them understand social determinants of health. By witnessing multiple patients experiencing social needs, advocates saw the cascading effects of social needs, the structures that make it difficult to meet basic needs, and the effect on health and healthcare behavior. Students engaged in the intervention demonstrated the development of critical consciousness. Although limited, our findings suggest that when students engage with patients around social needs, students can better understand the broader social context of patients' lives. Experiential learning through social care interventions may have the potential to influence critical consciousness development and shape the practice of future clinicians.

Virtually prepared: designing remote environmental health practicum experiences

The push for virtual education modes continues to grow and develop following unprecedented acceleration during the COVID-19 pandemic. Environmental and occupational health education echoes that demand, where programs are seeing the focus expand from lab-based bench work to include greater practice emphasis in areas such as environmental health equity, environmental justice, environmental policy, and environmental health literacy. Part of the educational foundation for Environmental and Occupational Health MPH programs includes a practicum designed to provide students with “real-world” experience beyond classroom applications. Given the expected increased demand for virtual educational models from students and virtual employees from the professional sector, higher education programs that require practicum experiences must seek innovative approaches that meet both student and employer needs. The University of Pittsburgh’s Department of Environmental and Occupational Health is a practicum host site for local universities. Recently, faculty have sought to co-create virtual environmental health practicums in response to requests for these types of opportunities. This article expands upon work on “virtual” or “remote” practicum placements and builds upon best practices to contribute to continuing research in this area. The article also shares insight into creating additional virtual opportunities in the environmental health field. This work presents a case study of the development of a virtual student practicum, documents the processes and procedures followed to develop work grounded in best practices, and shares lessons learned and recommendations for developing future virtual practicums for public health students. The student and practicum host provide reflections on the practicum design and experience.

Gender difference in emotional distress among nursing and health science college students: An online survey

This cross-sectional study investigates the self-reported emotional distress of medical, nursing, dental, pharmacy, and public health students and identifies gender-related differences through an online survey. The data of 364 students were analyzed using Pearson correlation coefficients and multiple logistic regression. Emotional distress was more prevalent among female respondents (11.7 %) than male (3.8 %) respondents. The stigma, isolation, and depression experienced by female respondents influenced their emotional distress, whereas only the depression of male respondents influenced their emotional distress. Our findings suggest that mental health professionals should consider gender-specific factors when developing interventions for the study population to minimize emotional distress.

Student engagement in voluntary service in response to COVID-19 in Guangzhou, China: Implications for disease control and public health education from a cross-sectional study.

Public health students have been seen as a potential force to meet the demand for health workers during the coronavirus disease 2019 (COVID-19) pandemic. However, few studies have provided empirical data. This study was conducted to summarize the experiences of public health students who engaged in voluntary service in response to the COVID-19 outbreak in Guangzhou, China. A cross-sectional study was conducted among postgraduate and undergraduate students at the School of Public Health, Guangdong Pharmaceutical University, in August 2021. A self-designed online questionnaire was used to collect data on the experience of voluntary service during the early stage of the outbreak (in February 2020) and during the normalization stage of the prevention and control of COVID-19 (in June 2021) in China. Among the 96 students, 40 (41.7%) participated in voluntary service in February 2020, and 56 (58.3%) participated in voluntary service in June 2021. Most of the students participated in the voluntary service due to the motivations to help others (55.2%), to apply theoretical knowledge to practice (74.0%), to improve their fieldwork skills (72.9%), and to gain the experience for future careers (80.2%). Most volunteers were driven by professional responsibility (81.3%). More than half (53.1%) of the students felt anxious during their voluntary service. A lower proportion of students felt anxious in June 2021 than in February 2020 (44.6% vs 65.0%, P = .049), while a higher proportion of students found voluntary service harder than expected in June 2021 than in February 2020 (33.9% vs 7.5%, P = .002). Most students improved their knowledge and skills about COVID-19 after the training, but some knowledge and skills still needed improvement after their voluntary service. Public health students could help support the health system during the COVID-19 pandemic by providing adequate training and protection. More efforts should be made to provide psychological support for student volunteers and to optimize the curriculum to bridge the gap in public health education between theoretical knowledge and practical skills in responding to public health emergencies.

Job preferences of master of public health students in China: a discrete choice experiment

BackgroundThe shortage of public health personnel and the uneven distribution between urban and rural areas are thorny issues in China. Master of public health (MPH) is an integral part of public health human resources in the future, and it is of far-reaching significance to discuss their work preferences. The present study wants to investigate the job preference of MPH, understand the relative importance of different job attributes, and then put forward targeted incentive measures.MethodsDiscrete choice experiment (DCE) was used to evaluate the job preference of MPHs in two medical colleges in Liaoning Province. Attributes include employment location, bianzhi, working environment, career development prospects, work value and monthly income. Thirty-six choice sets were developed using a fractional factorial design. Mixed logit models were used to analysis the DCE data.ResultsThe final sample comprised 327 MPHs. All the attributes and levels included in the study are statistically significant. Monthly income is the most important factor for MPHs. For non-economic factors, they value career development prospects most, followed by the employment location. Respondents’ preferences are heterogeneous and influenced by individual characteristics. Subgroup analysis showed that respondents from different family backgrounds have different job preferences. Policy simulation suggested that respondents were most sensitive to a salary increase, and the combination of several non-economic factors can also achieve the same effect.ConclusionsEconomic factors and non-economic factors significantly affect the job preference of MPHs. To alleviate the shortage and uneven distribution of public health personnel, more effective policy intervention should comprehensively consider the incentive measures of the work itself and pay attention to the individual characteristics and family backgrounds of the target object.

Binational Academic-Service-Community Partnership: A Program to Train, Provide Services and Conduct Research for Sustainable Community Health in Rural Baja, California, Mexico

Background: Viaje Interinstitucional de Integración Docente, Asistencial y de Investigación (VIIDAI) is a binational community health collaboration involving transdisciplinary education, field training, and research efforts that promotes health and provides services to underserved populations in rural Mexico, while also fostering cultural competency in medical and public health students from the Mexico-U.S. border region. Purpose: This paper describes the development and operation of the VIIDAI academic-community-service organization partnership and clinical and public health training program, and highlights the impact, challenges, road map, and powerful lessons of this binational effort. Methods and Approaches: The VIIDAI partnership is a collaboration between San Diego State University, School of Public Health; Universidad Autónoma de Baja California Tijuana, School of Medicine and Psychology; University of California San Diego, School of Medicine; and Old Mission Rotary. Since 1998, VIIDAI has cooperatively implemented projects using a community-based participatory research approach, integrating community members with faculty, students, and health practitioners from the three universities alongside the Rotary to balance research and action for the mutual benefit of all partners involved. Epidemiologic investigations and interventions, health promotion, and clinical care are conducted with active community engagement during semiannual trips. Field activities are conducted in San Quintín, Baja California, Mexico within a rural, predominately indigenous community, targeting a variety of population-specific public health issues. Results: Since its inception, over 3,300 faculty and students have participated in VIIDAI. The community has responded enthusiastically, with over 14,000 clinic visits and broad participation in health promotion interactions. These efforts have led to improvements in multiple indicators of community health, such as decreased prevalence of anemia; improved access to free potable water; increased numbers of students advancing to secondary schools; reduced family sizes and older age of first pregnancy; increased community interest and engagement in health issues and disease prevention; and increased visibility and empowerment among community leaders. Conclusion: The success of the VIIDAI partnership can be attributed to five key elements: (1) stable, long-term leadership; (2) guidance from the host country; (3) equal partnership with the local community; (4) support from a non-academic service organization to help fulfill unmet needs; and (5) mutually beneficial involvement across all participants.

Intersectionality informed and narrative-shifting whole school approaches for LGBTQ+ secondary school student mental health: A UK qualitative study.

School is a key site for prevention and early intervention in public mental health, with sexual and gender minority students being a priority group for action. Context is important in understanding how school inclusion of sexual and gender minorities shapes mental health and well-being, with rapidly changing social and political forces necessitating ongoing research. This coproduced UK secondary school-based study aimed to understand (a) key components of mentally, socially and emotionally healthy school environments for LGBTQ+ students considerate of intersecting minoritised identities; (b) staff information, skills and capacity needs and (c) factors influencing uptake and implementation. Online interviews and focus groups were conducted with 63 participants (22 staff, 32 students (aged 13-19 years), and 9 training providers), diverse in relation to gender and sexual identity, ethnicity, religious and social context. Data were analysed thematically. One overarching theme captured the need for an intersectionality-informed, contextually adaptable, whole school approach which 'shifts the narrative' away from deficit thinking, challenging prevailing cis/heteronormative and White norms. This underpinned four themes: (1) 'Feeling safe, seen and celebrated: embedding intersectional signs, signals and symbols', (2) 'Everyone's business: the need for collaboration', (3) 'Embedding a culture of change', and (4) 'Re-locating the problem: challenging deficit thinking'. Contextually diverse research is needed which critically addresses ways in which social power enacted interpersonally and structurally serves to hinder schools from enacting LGBTQ+ inclusivity. Evidence to inform and develop implementation strategies for institutional changes and to advocate for wider socio-political support is also key to mitigate the potential for widening inequities linked to inequitable school environments.

Building Community in Response to COVID-19: Improving Student Interaction and Engagement in an Online Program

This study investigated how student perceptions of interaction and engagement in fully online courses changed when synchronous discussions were built into the curriculum after the COVID-19 pandemic began. Moore’s Model of Interaction provided the analytical framework for assessing student-student and student-content interactions. Participants were Master of Public Health students from a large public university in the midwestern United States. Summary quantitative and qualitative data from student course evaluations are presented that assessed student interaction, connection, and learning. Results showed that synchronous discussions enabled students to “develop a sense of community” with other students and the content, while increasing their engagement and comprehension and integration of course concepts. Lessons learned for successful implementation of synchronous discussions in online courses are discussed to increase overall student satisfaction with engagement and improve learning outcomes.

Tobacco use and its associated factors among Bachelor’s level public health students of Koshi Province

Tobacco use and its associated factors among Bachelor’s level public health students of Koshi Province

Use of Smart Mobile and Web Application Kobotoolbox/ Kobocollect for Community Health Diagnosis: Sharing Experience from the Remote Area of Nepal

Community Health Diagnosis (CHD) is part of teaching-learning activities at medical and public health schools to recognize the health-related issues in the community, identify social and other problems in depth, and find solutions by shaking hands with community people. Every year, the household survey is conducted by medical, nursing, and public health students as a part of CHD. Our experiences revealed that the student faces several challenges while using paper-based data collection and management during CHD. To overcome such challenges, we used a web-based and smart mobile application called KoboToolbox/KoboCollect to conduct household surveys in CHD in remote areas of Nepal for the first time. Our experience suggests that mobile-based Applications can be used conveniently in CHD which saves time and money for students as well as for schools and can conserve the environment trees. Those students who are not familiar with smart technology need to be trained before using this app.

The Impact of the Invited Native Speakers Program on Students’ Confidence in Speaking English at STIKes Bina Cipta Husada Purwokerto

This research intended to analyze the impact of the invited speakers on students’ confidence in speaking English and the causes of students' self-confidence insufficiency in speaking English. This research was qualitative. This research was conducted in STIKes Bina Cipta Husada Purwokerto. Two public health students were the subjects of this research. Observation and interview were conducted to collect the data. Then, the data was analyzed using three steps such as data reduction, data display, and conclusion drawing. The result obtained that there are some impacts of the invited native speakers on students' self-confidence in speaking English such as increasing students' confidence, evaluating themselves to communicate with others, and increasing students' vocabulary and pronunciation. Meanwhile, the causes of students' self-confidence insufficiency in speaking English such as lack of pronunciation and vocabulary, and also fear of making mistakes.

Enhancing Workforce Pathways: Insights From a Paid Internship Pilot Program Linking Public Health Students and Local Health Departments.

The persistent understaffing of the governmental public health workforce has led to program cutbacks, staff burnout at local health departments (LHDs), and an urgent need to replenish staffing. To build recruitment pathways into LHDs and build their workforce capacity, we introduced a paid internship initiative connecting Master's in Public Health students from a Midwestern university with LHDs in the state. This article presents the pilot program developed and the insights gained from it. Program participants included nine LHDs that hosted 10 students for 12-week internships. Internship projects were developed by LHDs with support from the state's association of county and city health officials. All students completed their internship projects satisfactorily. The experience highlighted that while students contributed to LHDs through short-term projects, with sustained backing and minor adjustments, this model can serve to reinforce the governmental public health sector's existing and future capacity in the long term.

Annals of Education: Teaching Climate Change and Global Public Health.

The climate crisis is a health emergency: breaking temperature records every successive month, increasing mortality from hurricanes/cyclones resulting in >USD150 billion/year in damages, and mounting global loss of life from floods, droughts, and food insecurity. An entire course on climate change and global public health was envisioned, designed for students in public health, and delivered to Masters level students. The course content included the physical science behind global heating, heat waves, extreme weather disasters, arthropod-related diseases, allergies, air pollution epidemiology, melting ice and sea level rise, climate denialism, renewable energy and economics, social cost of carbon, and public policy. The methods included student engagement in presenting two air pollution epidemiological or experimental papers on fossil fuel air pollution. Second, they authored a mid-term paper on a specific topic in the climate crisis facing their locale, e.g., New York City. Third, they focused on a State, evaluating their climate change laws and their plans to harness renewable wind, solar, storage, nuclear, and geothermal energy. Students elsewhere covered regional entities' approach to renewable energy. Fourth, the global impact was presented by student teams presenting a country's nationally determined contribution to the Paris Climate Agreement. Over 200 Master's students completed the course; the participation and feedback demonstrated markedly improved knowledge and evaluation of the course over time.