Evidence-based Public Health BA curriculum revision: an example of good practice

BackgroundThe Medical University of Warsaw began teaching at the faculty of Public Health at the Division of Health Science in the academic year 2000/2001. Initially, it only offered M.A. studies; however B.A. degrees were introduced in 2003. Student self-assessment of their level of preparedness to embark on a career path upon completion of their studies, as well as their opinion on the degree to which specific education outcomes were achieved in their course of studies can be of high practical significance and can become a launchpad for the improvement and excellence of the quality of education at the faculty of Public Health. Aim of the studyThe purpose of the study was to compare opinions on achieving education outcomes and self-assessments of the perceived level of readiness to start a job of B.A. graduates at the Faculty of Public Health, Division of Health Sciences, Medical University of Warsaw. Material and methodsThe anonymous questionnaire consisted of two parts: 1. Students’ self-assessment of reaching the assumed education outcomes; 2. Students’ assessment of reaching the assumed education outcomes in the course of their studies. Each statement was assessed in a 5-point Likert scale. The studied population included 85 B.A. graduates (2015/16) (82 female, 3 males – 96% female). The mean age of students in the studied group was 23 ± 7.2 years.ResultsThe most important result was the high degree of compliance identified between the students' self-assessments and the assessment of the level of education outcomes achieved in the course of their studies. ConclusionsGraduate self-assessments and opinions on the level of achieving education outcomes during B.A. studies can help to modify the curriculum in question following the principles of evidence-based education. Such studies should be carried out regularly to adapt to current graduate needs and labour market requirements.