Scholarlink

Background <p>Traditional lecture-based teaching methods often fail to stimulate curiosity, critical thinking, and reflective learning among public health students. To address these gaps, a blended pedagogical approach was implemented, integrating cinemeducation, entrepreneurship orientation by the University’s Innovation and Entrepreneurship Research Cell, and a field visit to a sanitary pad-making machine manufacturing unit. This approach aimed to enhance learning on menstrual hygiene, promote critical thinking, and expose students to real-world public health innovation.</p> Methods <p>An educational intervention was conducted with 40 Master of Public Health students at a Public Health Institute at Gujarat, India. A mixed-methods design was used, including a structured pre-session orientation, film-based learning, entrepreneurship orientation, and a field visit. Quantitative data were collected through structured Likert-scale questionnaires <i>(supplementary file 1)</i> measuring students’ perceptions of learning, critical thinking development, and innovation awareness. Descriptive statistics (mean, SD, 95% CI) were calculated. Qualitative data were obtained from audio-recorded Focus Group Discussions (FGDs), which were transcribed and analyzed using Braun and Clarke’s six-step thematic analysis. Themes were mapped to Kirkpatrick’s Four-Level Evaluation Model to assess educational impact.</p> Results <p>Quantitative findings demonstrated high levels of student endorsement of the blended learning approach, with consistently elevated mean Likert scores indicating positive post-intervention perceptions of engagement, critical thinking, and innovation awareness, with mean scores ranging from 4.3 to 4.9 (out of 5) and narrow confidence intervals, indicating strong student endorsement. Qualitative analysis revealed six major themes: (1) Access and affordability of menstrual hygiene products, (2) Cultural stigma and behavioral barriers, (3) Determinants of product choice, (4) The role of government and NGOs, and (5) The educational value of blended learning. (6) Entrepreneurship and Self-Help Groups for Health Solutions Students particularly valued the real-world exposure from the Innovation and Entrepreneurship Research Cell orientation and the manufacturing unit visit, which helped them understand entrepreneurship processes, supply chain challenges, and the socio-economic impact of innovation in public health.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Integrating cinemeducation and entrepreneurship for experiential learning in public health

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月6日

查看全文
  • Saurabh Parmar,
  • Labhita Das,
  • Damini Joshi,
  • Parthasarathi Ganguly,
  • Anuradha Joshi,
  • Aakash Pareek,
  • Urva Vasavada

摘要

Background

Traditional lecture-based teaching methods often fail to stimulate curiosity, critical thinking, and reflective learning among public health students. To address these gaps, a blended pedagogical approach was implemented, integrating cinemeducation, entrepreneurship orientation by the University’s Innovation and Entrepreneurship Research Cell, and a field visit to a sanitary pad-making machine manufacturing unit. This approach aimed to enhance learning on menstrual hygiene, promote critical thinking, and expose students to real-world public health innovation.

Methods

An educational intervention was conducted with 40 Master of Public Health students at a Public Health Institute at Gujarat, India. A mixed-methods design was used, including a structured pre-session orientation, film-based learning, entrepreneurship orientation, and a field visit. Quantitative data were collected through structured Likert-scale questionnaires (supplementary file 1) measuring students’ perceptions of learning, critical thinking development, and innovation awareness. Descriptive statistics (mean, SD, 95% CI) were calculated. Qualitative data were obtained from audio-recorded Focus Group Discussions (FGDs), which were transcribed and analyzed using Braun and Clarke’s six-step thematic analysis. Themes were mapped to Kirkpatrick’s Four-Level Evaluation Model to assess educational impact.

Results

Quantitative findings demonstrated high levels of student endorsement of the blended learning approach, with consistently elevated mean Likert scores indicating positive post-intervention perceptions of engagement, critical thinking, and innovation awareness, with mean scores ranging from 4.3 to 4.9 (out of 5) and narrow confidence intervals, indicating strong student endorsement. Qualitative analysis revealed six major themes: (1) Access and affordability of menstrual hygiene products, (2) Cultural stigma and behavioral barriers, (3) Determinants of product choice, (4) The role of government and NGOs, and (5) The educational value of blended learning. (6) Entrepreneurship and Self-Help Groups for Health Solutions Students particularly valued the real-world exposure from the Innovation and Entrepreneurship Research Cell orientation and the manufacturing unit visit, which helped them understand entrepreneurship processes, supply chain challenges, and the socio-economic impact of innovation in public health.