TDG – A New Instrument for Evaluating Public Health Undergraduate Teaching and Learning Process

Abstract

Project Objective: To develop and validate an instrument to assess the effectiveness of public health undergraduate teaching and learning in a medical curriculum.

Methods: Students’ focus groups were convened to check for comprehensibility and relevance of the preliminary questionnaire that was derived from the literature review assessing the PH core competences. Final confirmation of the face and content validity was obtained from the review panel with expertise in psychometrics, evaluation and measurement. Exploratory factor analysis and the test-retest reliability were performed for the questionnaire refinement and to test stability of the instrument.

Outcome: New validated instrument was developed with five identified factors: public health teaching (Factor 1), anticipated behavior (Factor 2), future use of evidence in practice (Factor 3), application of public health to practice (Factor 4), and public health skills (Factor 5). The five factors jointly accounted for 72.05 % of the total variance.

Conclusion: New instrument will help to evaluate the scholarship of Public Health teaching and learning and Public Health pedagogy.

Deliverables