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Abstract：
Applied practice experiences are essential components of the Masters of Public Health (MPH) curriculum. The objective of this study was to examine students\' perspectives on the skills and expertise they developed in an MPH course offering applied practice opportunities.
Of 236 students who took the course from 2008 to 2018, email addresses were obtained for 212 and 104 completed the consent form. Following consent, reflection essays were de-identified and analyzed using a rapid qualitative analysis approach. The essays addressed students\' learning experiences and application of the competencies for MPH programs set by the Council for Education in Public Health (CEPH). Deductive and inductive analytical lenses were used to identify the key lessons learned by each cohort of students. Semi-structured guides and matrixes for essay analysis were created using assignment instructions and CEPH competencies.
Although the reflection paper assignment varied across the years, commonalities were observed in the student reflections. Key themes included turning theory into practice, navigating the complex environment of public health practice, skill building, critical self-reflection, challenges encountered, and elements that facilitated project success. Students reported developing practical skills, such as planning for independent research (e.g., preparing for institutional review board (IRB) submission, consulting with faculty and other experts), identifying realistic approaches for data extraction during chart reviews and analyses of electronic medical records, and disseminating findings for diverse stakeholders and audiences. Students also reported strengthening cross-cutting skills such as communication, teamwork, and problem-solving that were useful for navigating power dynamics and balancing competing interests and expectations. Students explored their identity as public health professionals as they navigated the dynamics of public health practice.
The applied practice experience served as a valuable tool for knowledge and skills acquisition. Moreover, it served as an opportunity for students to engage with the unique organizational cultures of their respective community partners and to deepen their understanding the complexities of conducting meaningful community-engaged research.
This study demonstrates the utility of analyzing students\' critical self-reflections as a tool for exploring learning experiences when training future public health professionals. The findings can help educators design future applied practice experiences.
Of 236 students who took the course from 2008 to 2018, email addresses were obtained for 212 and 104 completed the consent form. Following consent, reflection essays were de-identified and analyzed using a rapid qualitative analysis approach. The essays addressed students\' learning experiences and application of the competencies for MPH programs set by the Council for Education in Public Health (CEPH). Deductive and inductive analytical lenses were used to identify the key lessons learned by each cohort of students. Semi-structured guides and matrixes for essay analysis were created using assignment instructions and CEPH competencies.
Although the reflection paper assignment varied across the years, commonalities were observed in the student reflections. Key themes included turning theory into practice, navigating the complex environment of public health practice, skill building, critical self-reflection, challenges encountered, and elements that facilitated project success. Students reported developing practical skills, such as planning for independent research (e.g., preparing for institutional review board (IRB) submission, consulting with faculty and other experts), identifying realistic approaches for data extraction during chart reviews and analyses of electronic medical records, and disseminating findings for diverse stakeholders and audiences. Students also reported strengthening cross-cutting skills such as communication, teamwork, and problem-solving that were useful for navigating power dynamics and balancing competing interests and expectations. Students explored their identity as public health professionals as they navigated the dynamics of public health practice.
The applied practice experience served as a valuable tool for knowledge and skills acquisition. Moreover, it served as an opportunity for students to engage with the unique organizational cultures of their respective community partners and to deepen their understanding the complexities of conducting meaningful community-engaged research.
This study demonstrates the utility of analyzing students\' critical self-reflections as a tool for exploring learning experiences when training future public health professionals. The findings can help educators design future applied practice experiences.
摘要：
■应用实践经验是公共卫生硕士（MPH）课程的重要组成部分。这项研究的目的是检查学生对他们在MPH课程中提供应用实践机会的技能和专业知识的看法。
■在2008年至2018年参加该课程的236名学生中，获得了212和104的电子邮件地址，完成了同意书。同意后，使用快速定性分析方法对反思论文进行了去识别和分析。这些论文涉及学生的学习经验和公共卫生教育委员会（CEPH）制定的MPH计划的能力的应用。使用演绎和归纳分析透镜来识别每个学生群体学到的关键课程。使用作业说明和CEPH能力创建了论文分析的半结构化指南和矩阵。
■尽管反思纸的分配不同年份，在学生的反思中观察到了共性。关键主题包括将理论转化为实践，驾驭公共卫生实践的复杂环境，技能建设,批判性的自我反省，遇到的挑战,以及促进项目成功的要素。学生报告说，他们正在发展实践技能，例如独立研究的计划(例如，准备机构审查委员会(IRB)提交，咨询教师和其他专家)，在电子病历的图表审查和分析过程中确定数据提取的现实方法，并向不同的利益相关者和受众传播调查结果。学生们还报告说，加强了沟通等交叉技能，团队合作,以及解决问题的方法，这些方法对于操纵权力动态并平衡相互竞争的利益和期望很有用。学生探索他们作为公共卫生专业人员的身份，因为他们导航的公共卫生实践的动态。
■应用实践经验是获取知识和技能的宝贵工具。此外，它为学生提供了一个机会，让他们参与各自社区伙伴的独特组织文化，并加深他们对进行有意义的社区参与研究的复杂性的理解。
■这项研究证明了在培训未来公共卫生专业人员时，分析学生的批判性自我反思作为探索学习经验的工具的实用性。这些发现可以帮助教育工作者设计未来的应用实践经验。
■在2008年至2018年参加该课程的236名学生中，获得了212和104的电子邮件地址，完成了同意书。同意后，使用快速定性分析方法对反思论文进行了去识别和分析。这些论文涉及学生的学习经验和公共卫生教育委员会（CEPH）制定的MPH计划的能力的应用。使用演绎和归纳分析透镜来识别每个学生群体学到的关键课程。使用作业说明和CEPH能力创建了论文分析的半结构化指南和矩阵。
■尽管反思纸的分配不同年份，在学生的反思中观察到了共性。关键主题包括将理论转化为实践，驾驭公共卫生实践的复杂环境，技能建设,批判性的自我反省，遇到的挑战,以及促进项目成功的要素。学生报告说，他们正在发展实践技能，例如独立研究的计划(例如，准备机构审查委员会(IRB)提交，咨询教师和其他专家)，在电子病历的图表审查和分析过程中确定数据提取的现实方法，并向不同的利益相关者和受众传播调查结果。学生们还报告说，加强了沟通等交叉技能，团队合作,以及解决问题的方法，这些方法对于操纵权力动态并平衡相互竞争的利益和期望很有用。学生探索他们作为公共卫生专业人员的身份，因为他们导航的公共卫生实践的动态。
■应用实践经验是获取知识和技能的宝贵工具。此外，它为学生提供了一个机会，让他们参与各自社区伙伴的独特组织文化，并加深他们对进行有意义的社区参与研究的复杂性的理解。
■这项研究证明了在培训未来公共卫生专业人员时，分析学生的批判性自我反思作为探索学习经验的工具的实用性。这些发现可以帮助教育工作者设计未来的应用实践经验。
