A Scoping Review of Experiential Learning in Public Health Education From the Perspective of Students, Faculty, and Community Partners

Abstract

Background: Experiential learning is increasingly important in public health education. Purpose: Based on 33 studies, this is the first scoping review that provides clarity on the types of experiential learning activities (ELAs) used in public health education and the evaluation results from the perspectives of three stakeholders involved: students, faculty, and communities/external agencies. Methodology/Approach: A total of 1,912 citations were sourced from six electronic databases (Education Resources Information Centre, ProQuest Central, PubMed, Scopus, STM Source, and Web of Science) and manual searches (reference lists of included studies) independently by two researchers. A random-effects meta-analysis using forest plots and a meta-synthesis using a thematic synthesis approach were conducted. Findings/Conclusions: There was a diverse range of community-, classroom-, and work-focused ELAs used. Meta-analysis revealed positive outcomes in student satisfaction, problem-solving, and communication skills. This was triangulated with the meta-synthesis results, which also indicated an overwhelmingly positive attitude toward experiential learning by all three stakeholders. Implications: Future educational programs should consider the factors that contributed to the positive experiences from all three stakeholders’ perspectives, address the various challenges highlighted in this review to refine the experience, and assess the negative experiences of faculty, and community/external agencies in greater detail.