In a new publication appearing in Frontiers in Public Health, Dr. Marc T. Kiviniemi of the University of Kentucky College of Public Health Department of Health, Behavior & Society, and Dr. Sarahmona M. Przbyla of the University at Buffalo School of Public Health and Health Professions Department of Community Health and Health Behavior explore integrative approaches to developing curricular models for undergraduate public health programs.
The authors explain: “Many ‘first generation’ undergraduate public health degree programs were designed based on ‘siloed’ course structures centered around subunits in the discipline (e.g. Introduction to Epidemiology, Introduction to Environmental Health) that may be meaningful primarily to experts in the field. An alternative to the siloed approach is an integrative curricular design, in which courses are designed around meaningful thematic units (e.g. explaining public health problems, asking and answering scientific questions in public health) with an emphasis on drawing connections between knowledge from different but complementary disciplinary areas as a means to improve student learning and retention.”
In the current study, Drs. Kiviniemi and Przybla discuss both pedagogical and career preparation arguments supporting an integrative curriculum approach.Friday Letter Submission