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. |
|---|---|
| Authors: | Boon Tar Lim, Raymond1 raymondlim1302@gmail.com, Gek Ling Tan, Claire1 clairet@nus.edu.sg, Kelly Voo1 vookelly@u.nus.edu, Yock Leng Lee1 yockleng@u.nus.edu, Woon Chien Teng, Cecilia1 ephtwcc@nus.edu.sg |
| Source: | International Journal for the Scholarship of Teaching & Learning. May2025, Vol. 19 Issue 1, p1-13. 13p. |
| Subject Terms: | *Health education teachers, *Interdisciplinary education, *Client satisfaction, *Health programs, *Core competencies, *Public health education |
| 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 nonsignificant 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 specialization, 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. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal for the Scholarship of Teaching & Learning is the property of Georgia Southern University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185999631 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Reflective Perspectives on Interdisciplinary Teaching in Public Health Education: Insights from a Mixed-Methods Approach. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Boon+Tar+Lim%2C+Raymond%22">Boon Tar Lim, Raymond</searchLink><relatesTo>1</relatesTo><i> raymondlim1302@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Gek+Ling+Tan%2C+Claire%22">Gek Ling Tan, Claire</searchLink><relatesTo>1</relatesTo><i> clairet@nus.edu.sg</i><br /><searchLink fieldCode="AR" term="%22Kelly+Voo%22">Kelly Voo</searchLink><relatesTo>1</relatesTo><i> vookelly@u.nus.edu</i><br /><searchLink fieldCode="AR" term="%22Yock+Leng+Lee%22">Yock Leng Lee</searchLink><relatesTo>1</relatesTo><i> yockleng@u.nus.edu</i><br /><searchLink fieldCode="AR" term="%22Woon+Chien+Teng%2C+Cecilia%22">Woon Chien Teng, Cecilia</searchLink><relatesTo>1</relatesTo><i> ephtwcc@nus.edu.sg</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+for+the+Scholarship+of+Teaching+%26+Learning%22">International Journal for the Scholarship of Teaching & Learning</searchLink>. May2025, Vol. 19 Issue 1, p1-13. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Health+education+teachers%22">Health education teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Client+satisfaction%22">Client satisfaction</searchLink><br />*<searchLink fieldCode="DE" term="%22Health+programs%22">Health programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Core+competencies%22">Core competencies</searchLink><br />*<searchLink fieldCode="DE" term="%22Public+health+education%22">Public health education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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 nonsignificant 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 specialization, 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal for the Scholarship of Teaching & Learning is the property of Georgia Southern University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.20429/ijsotl.2025.190109 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 1 Subjects: – SubjectFull: Health education teachers Type: general – SubjectFull: Interdisciplinary education Type: general – SubjectFull: Client satisfaction Type: general – SubjectFull: Health programs Type: general – SubjectFull: Core competencies Type: general – SubjectFull: Public health education Type: general Titles: – TitleFull: Reflective Perspectives on Interdisciplinary Teaching in Public Health Education: Insights from a Mixed-Methods Approach. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Boon Tar Lim, Raymond – PersonEntity: Name: NameFull: Gek Ling Tan, Claire – PersonEntity: Name: NameFull: Kelly Voo – PersonEntity: Name: NameFull: Yock Leng Lee – PersonEntity: Name: NameFull: Woon Chien Teng, Cecilia IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 19314744 Numbering: – Type: volume Value: 19 – Type: issue Value: 1 Titles: – TitleFull: International Journal for the Scholarship of Teaching & Learning Type: main |
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