Solution-focused public health graduates: Applying the inquiry-based model in postgraduate public health education

The common approach to teaching frameworks and models in a Masters level Foundation of Public Health Unit precluded opportunities for the contextual application of these to complex public health challenges. This was prohibitive to scaffolding key public health skills and competencies and restricted the development of programmatic and authentic assessment. The Unit was redesigned to strongly align with the inquiry-based model. We placed the current complex local and global public health challenges at the beginning of the unit, making them the terrain on which students explore and apply Public Health theories, tools, and approaches. This approach enabled the implementation of an authentic and programmatic assessment design, which reinforced learning and improve job readiness of students.

Content areas were grouped to align with the problem-based learning focus of the inquiry model. The flipped model of teaching was implemented, with a scaffolded asynchronous environment focused on active knowledge acquisition and synchronous environments focused on knowledge application. A programmatic and authentic assessment was integrated alongside the content groupings, to reinforce learning.

Participants will be engaged to apply the inquiry-based model to the Units they are teaching and discuss how this might be supported via learning technology, assessment and collaboration. Innovative application and adaptation of pedagogical approaches in Public Health education can help to facilitate the development of critical thinking, solution-focused, and career-ready graduates.