Academic Journal
Teaching Systems Thinking in Postgraduate Public Health: A Scoping Review of Curricular Approaches.
| Τίτλος: | Teaching Systems Thinking in Postgraduate Public Health: A Scoping Review of Curricular Approaches. |
|---|---|
| Συγγραφείς: | Durrant G; College of Public Health, National Taiwan University, Taipei, Taiwan. |
| Πηγή: | Health promotion journal of Australia : official journal of Australian Association of Health Promotion Professionals [Health Promot J Austr] 2026 Oct; Vol. 37 (4), pp. e70220. |
| Τύπος έκδοσης: | Journal Article; Scoping Review |
| Γλώσσα: | English |
| Στοιχεία περιοδικού: | Publisher: Wiley Country of Publication: Australia NLM ID: 9710936 Publication Model: Print Cited Medium: Internet ISSN: 1036-1073 (Print) Linking ISSN: 10361073 NLM ISO Abbreviation: Health Promot J Austr Subsets: MEDLINE |
| Imprint Name(s): | Publication: 2018- : Milton, Queensland : Wiley Original Publication: West Perth, WA : Australian Association of Health Promotion Professionals |
| Ιατρικοί όροι (MeSH): | Public Health*/education , Curriculum* , Education, Graduate* , Systems Analysis* , Education, Public Health Professional*, Humans ; Teaching |
| Περίληψη: | Issue Addressed: Public health professionals need systems-thinking capabilities to address complex health challenges. Systems thinking is increasingly recognised in public health competency frameworks, yet published literature on how it is taught in postgraduate programmes remains limited. This scoping review mapped descriptions of its teaching in that literature. Methods: A search of PubMed, Education Resources Information Center (ERIC) and Web of Science was conducted on 15 May 2025 using terms related to public health education and systems thinking. Sources were eligible if they described postgraduate public health programmes with explicit systems thinking content. After screening 1471 records and assessing 32 full texts, 14 sources were included. Data were charted by programme characteristics, systems-thinking focus, pedagogy, tools, assessments and challenges and then analysed using inductive thematic synthesis. Results: Programmes were mostly in the United States (7/14). Other examples came from Europe, Canada and Australia. None were from Asia or Africa. Most programmes (11/14) used explicit systems-thinking tools, particularly visual techniques. Approaches and integration depth varied. The review organised reported practices into six review-derived curricular patterns: applied practice, student leadership, research and inquiry, active learning, creative production and reflective practices. Conclusions: Systems thinking was taught in varied ways. Six recurring curricular approaches were developed as review-derived organising categories. SO WHAT?: This review provides a descriptive menu of reported approaches that may inform curriculum design, faculty development and future evaluation of systems thinking pedagogy in postgraduate public health. (© 2026 Australian Health Promotion Association.) |
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| Contributed Indexing: | Keywords: curriculum (MeSH); education graduate (MeSH); education public health professional’ (MeSH); health promotion (MeSH); pedagogy; systems theory (MeSH); systems thinking; teaching (MeSH) |
| Entry Date(s): | Date Created: 20260725 Date Completed: 20260725 Latest Revision: 20260813 |
| Update Code: | 20260814 |
| PubMed Central ID: | PMC13400906 |
| DOI: | 10.1002/hpja.70220 |
| PMID: | 42499168 |
| Βάση Δεδομένων: | MEDLINE |
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