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Educational Development Center, Golestan University of Medical Sciences, Gorgan, Iran , rcharkazi@yahoo.com
Abstract: (25 Views)
Background: Traditional lecture-based instruction may not adequately support the learning objectives of public health training. Incorporating community-based educational activities is thought to enhance students’ engagement and comprehension. This study examined how visiting operational units within a healthcare center influences the learning experience of public health students.
Methods: A cross-sectional survey was carried out among 97 undergraduate public health students (both continuous and discontinuous programs) who visited three departments at the Gonbad-e-Kavous healthcare center: The rabies prevention unit, the cutaneous leishmaniasis control section, and the central laboratory. After the visits, participants completed a researcher-developed questionnaire assessing satisfaction and perceived learning. Data were analyzed using independent samples t-tests with a significance threshold of 0.05.
Results: Of the students, 61 (62.9%) were female, and 50 (51.5%) were enrolled in the discontinuous bachelor’s program. The mean satisfaction levels for the cutaneous leishmaniasis, rabies prevention, and brucellosis testing departments were 93.38%, 89.25%, and 82.69%, respectively. Overall satisfaction with the visits reached 92.61%. Discontinuous students reported significantly higher satisfaction with the rabies prevention and brucellosis units compared with continuous students (P < 0.05).
Conclusion: Students demonstrated very high satisfaction with the field visits and highlighted the value of hands-on exposure to real public health services. These findings support the integration of similar community-based experiences into public health curricula to strengthen students’ understanding of practical public health activities.
Methods: A cross-sectional survey was carried out among 97 undergraduate public health students (both continuous and discontinuous programs) who visited three departments at the Gonbad-e-Kavous healthcare center: The rabies prevention unit, the cutaneous leishmaniasis control section, and the central laboratory. After the visits, participants completed a researcher-developed questionnaire assessing satisfaction and perceived learning. Data were analyzed using independent samples t-tests with a significance threshold of 0.05.
Results: Of the students, 61 (62.9%) were female, and 50 (51.5%) were enrolled in the discontinuous bachelor’s program. The mean satisfaction levels for the cutaneous leishmaniasis, rabies prevention, and brucellosis testing departments were 93.38%, 89.25%, and 82.69%, respectively. Overall satisfaction with the visits reached 92.61%. Discontinuous students reported significantly higher satisfaction with the rabies prevention and brucellosis units compared with continuous students (P < 0.05).
Conclusion: Students demonstrated very high satisfaction with the field visits and highlighted the value of hands-on exposure to real public health services. These findings support the integration of similar community-based experiences into public health curricula to strengthen students’ understanding of practical public health activities.
Keywords: Public Health, Communicable Diseases, Experiential Learning (Problem-Based Learning), Rabies, Leishmaniasis Cutaneous, Brucellosis
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