Integrating Innovation-Based Learning into Public Health Education to Enhance Health Promotion Competencies: A Mixed-Methods Study
1
Human Research Ethics and International Relations Unit, Sirindhorn College of Public Health, Trang, Faculty of Public Health and Allied Health Sciences, Praboromarajchanok Institute, Thailand, Trang, Thailand
Popul. Med. 2026;8(Supplement Supplement 1):A1029
ABSTRACT
BACKGROUND:
Innovation competency is essential for public health professionals in addressing complex and evolving health challenges. Higher education institutions are expected to adopt innovative teaching and learning approaches to enhance students’ innovation knowledge, skills, and health promotion competencies. However, evidence-based instructional models that explicitly emphasize innovation in public health education remain limited.
METHODS:
This study aimed to develop an innovation-based teaching and learning model and evaluate its effectiveness using a mixed-methods design. Participants were 37 undergraduate students in the Bachelor of Public Health program (Dental Public Health major) at Sirindhorn College of Public Health, Trang Province, Thailand. The model consisted of ten core learning activities implemented over 18 weeks, focusing on community health problem identification, innovation development and implementation, academic dissemination, and reflective learning. Quantitative data were collected through questionnaires, achievement tests, and innovation quality assessment forms, while qualitative data were obtained from reflective discussions and open-ended feedback. Quantitative data were analyzed using descriptive statistics, paired t-tests, and one-sample t-tests, and qualitative data were analyzed thematically.
RESULTS:
Following implementation, students demonstrated good levels of innovation knowledge and innovation creation skills. Perceptions of health promotion, teaching effectiveness, and innovation-based learning management were rated at high to good levels. The quality of student-developed public health innovations was rated as very good. Post-intervention health promotion perception scores were significantly higher than pre-intervention scores (p = 0.001), and all post-intervention outcomes exceeded predefined benchmark criteria (p < 0.05). Qualitative findings supported these results, indicating improved student engagement, creativity, collaboration, and confidence in applying innovation to real-world public health contexts.
CONCLUSIONS:
The innovation-based teaching and learning model effectively enhances innovation competencies and health promotion perceptions among public health students. It offers a practical framework for public health education in community-based settings.
Innovation competency is essential for public health professionals in addressing complex and evolving health challenges. Higher education institutions are expected to adopt innovative teaching and learning approaches to enhance students’ innovation knowledge, skills, and health promotion competencies. However, evidence-based instructional models that explicitly emphasize innovation in public health education remain limited.
METHODS:
This study aimed to develop an innovation-based teaching and learning model and evaluate its effectiveness using a mixed-methods design. Participants were 37 undergraduate students in the Bachelor of Public Health program (Dental Public Health major) at Sirindhorn College of Public Health, Trang Province, Thailand. The model consisted of ten core learning activities implemented over 18 weeks, focusing on community health problem identification, innovation development and implementation, academic dissemination, and reflective learning. Quantitative data were collected through questionnaires, achievement tests, and innovation quality assessment forms, while qualitative data were obtained from reflective discussions and open-ended feedback. Quantitative data were analyzed using descriptive statistics, paired t-tests, and one-sample t-tests, and qualitative data were analyzed thematically.
RESULTS:
Following implementation, students demonstrated good levels of innovation knowledge and innovation creation skills. Perceptions of health promotion, teaching effectiveness, and innovation-based learning management were rated at high to good levels. The quality of student-developed public health innovations was rated as very good. Post-intervention health promotion perception scores were significantly higher than pre-intervention scores (p = 0.001), and all post-intervention outcomes exceeded predefined benchmark criteria (p < 0.05). Qualitative findings supported these results, indicating improved student engagement, creativity, collaboration, and confidence in applying innovation to real-world public health contexts.
CONCLUSIONS:
The innovation-based teaching and learning model effectively enhances innovation competencies and health promotion perceptions among public health students. It offers a practical framework for public health education in community-based settings.
| eISSN: | 2654-1459 |
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