Best Practices in Integrating Theory and Practice in Graduate Education in Public Health Promotion.
Over the last several decades, consistent concerns have been raised about the quality of education and training provided to students in public health. In this article, we consider the implications of epidemiological transition-the decline of infectious diseases and rise of chronic diseases-for the types of education and training that would be most well suited for preparing students in health promotion to address the social and behavioral factors now associated with the leading causes of morbidity and mortality. As a result of this historic shift in disease etiology, the recommendation is to expand opportunities for applied experiential learning. Students need to become more adept at diagnosing the complex social, moral, and political dynamics that shape community priorities, perceptions of causes, and framing of health issues. The specific constellation of players, their history, relationships, and interpersonal dynamics are unique to each particular community setting, and hence, students need to become more sensitive to and proficient at picking up on the most significant influences and characteristics at work in the situation at hand. This type of "practical reasoning" stands in contrast to the perceived value of generalizable knowledge characteristic of models developed in the natural sciences. The ability to recognize and respond appropriately to the unique characteristics of a specific situation is best strengthened through extended practical experience.
Community Health Education, School of Public Health & Health Sciences, University of Massachusetts Amherst, MA, USA buchanan@schoolph.umass.edu.
David
D
Buchanan
D004500:Education, Graduate; D040381:Education, Public Health Professional; D055317:Evidence-Based Practice; D006293:Health Promotion / Q000379:methods*; D011634:Public Health
evidence-based public health; experiential learning; practical reasoning; theory practice