THURS-060 - A Qualitative Interpretive Approach to Examine Different Aspects of Experiential Learning in Public Health Students

Brief Abstract Summary: This study focused on the factors that motivated students in public health to engage in experiential learning. We specifically utilized the qualitative interpretive methodology for public health students in undergraduate and graduate programs, particularly regarding their experiential learning skills and applying these skill sets in real-world settings. The researchers aimed to understand the context-specific experiences of these students and the meanings they found in experiential learning. The interpretive aspect of objective inquiry is unattainable and promotes subjective epistemology. We saw from the themes that students recognized their experiential learning objectives rather than seeking universal rules, which were situated within their specific career and interest contexts. They acquired insights into their public health ontologies, highlighting the interactions and relationships in the context and definition of experiential learning.

Detailed abstract description:

Background: Experiential learning makes public health education more dynamic and relevant, thereby greatly improving student involvement and motivation. This approach allows public health students to apply theoretical information residing within their career trajectories. Based on these real-world settings, they acquire practical skill-sets to strengthen their knowledge and preserve public health human resources. This phenomenon has been interpreted from the themes of experiential learning project propositions, outcomes, and focus group discussions related to experiential learning.

Methods: We implemented a qualitative protocol for public health students who applied for “experiential learning projects” call for scholarship applications, and successfully completed their projects. A total of twenty-five public health students from four major tracks were shortlisted for the experiential project scholarship from an extensive pool of candidates. For data collection, we applied a simultaneous quantitative-qualitative approach. Data were collected on the participants’ demographics and various other academic indicators. Qualitative data were collected from focus groups on in-depth objectives, experiential components, implementation plans, outcomes, and expectations to learn from the proposed project.

Results: We applied the concept of interpretive description to the knowledge that elucidates the intricate factors deemed most beneficial in enhancing experiential learning outcomes. We employed an exploratory approach to gather information from a convenience sample of 25 students selected for experiential projects. We conducted focus groups, transcribed the data, and coded them for insights into the participants' experiences and perspectives. Seven themes emerged, for which thematic analysis was conducted for experiences and perspectives. A few reported themes included the development of educational goals, course content relevance, public health engagement, and psychosocial disparities in the environment. Interpretive descriptions of students’ experiences also highlighted the need to align the public health educational process by incorporating materials for learner analysis and independent study with mentors for personalized training. Most of the subthemes derived from the inductive and comparative processes denoted a preference for program completion, improvement of population disparities, and tailored behavioral change interventions.

Conclusions: The application of a qualitative interpretive methodology in public health experiential learning facilitates the co-creation of knowledge to enhance educational practice. We advocate the utilization of interpretive description (ID) as an effective approach in public health educational activities. ID provides a convenient and adaptable method for assessing qualitative data. It provides tools for educators and students to tackle experiential inquiries, enabling the application of acquired practical knowledge.