Reflective Perspectives on Interdisciplinary Teaching in Public Health Education: Insights from a Mixed-Methods Approach
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| Title: | Reflective Perspectives on Interdisciplinary Teaching in Public Health Education: Insights from a Mixed-Methods Approach |
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| Language: | English |
| Authors: | Raymond Boon Tar Lim, Claire Gek Ling Tan, Kelly Voo, Yock Leng Lee, Cecilia Woon Chien Teng |
| Source: | International Journal for the Scholarship of Teaching and Learning. 2025 19(1). |
| Availability: | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Interdisciplinary Approach, Teaching Methods, Public Health, Health Education, Internship Programs, Student Attitudes, College Faculty, Guidelines, Undergraduate Students, Correlation, Supervision, Foreign Countries |
| Geographic Terms: | Singapore |
| ISSN: | 1931-4744 |
| Abstract: | Interdisciplinary teaching is vital for equipping students to address complex public health challenges. This study explores teachers' reflections on interdisciplinary teaching in Singapore's undergraduate public health programmes, examining facilitators and barriers to its implementation. Using surveys and in-depth interviews, we gathered diverse insights from teachers. Quantitative results revealed a significant positive association between interdisciplinary teaching frequency, and willingness for further integration, and non-significant associations for perceptions on knowledge and importance of integration. Notably, participants' satisfaction with the current state of interdisciplinary learning in the public health curriculum or during internship supervision was low, although this finding was not significant. Qualitative findings highlighted successful practices, such as fostering core competencies through cross-disciplinary efforts, alongside challenges like collaboration difficulties, faculty specialisation, and limited institutional support. These insights underscore the need for clear guidelines and robust institutional frameworks to strengthen interdisciplinary teaching. Addressing these gaps can help institutions foster an environment where teachers deliver integrated education that prepares students for public health complexities. This study contributes to the literature on interdisciplinary teaching in higher education and advocates for cohesive, reflective approaches that support collective transformation in academic practice. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471772 |
| Database: | ERIC |
| Abstract: | Interdisciplinary teaching is vital for equipping students to address complex public health challenges. This study explores teachers' reflections on interdisciplinary teaching in Singapore's undergraduate public health programmes, examining facilitators and barriers to its implementation. Using surveys and in-depth interviews, we gathered diverse insights from teachers. Quantitative results revealed a significant positive association between interdisciplinary teaching frequency, and willingness for further integration, and non-significant associations for perceptions on knowledge and importance of integration. Notably, participants' satisfaction with the current state of interdisciplinary learning in the public health curriculum or during internship supervision was low, although this finding was not significant. Qualitative findings highlighted successful practices, such as fostering core competencies through cross-disciplinary efforts, alongside challenges like collaboration difficulties, faculty specialisation, and limited institutional support. These insights underscore the need for clear guidelines and robust institutional frameworks to strengthen interdisciplinary teaching. Addressing these gaps can help institutions foster an environment where teachers deliver integrated education that prepares students for public health complexities. This study contributes to the literature on interdisciplinary teaching in higher education and advocates for cohesive, reflective approaches that support collective transformation in academic practice. |
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| ISSN: | 1931-4744 |
