Implementation of innovative instructional methods in public health programme at the College of Health Sciences, Moi University, Kenya

Abstract

Background: Public Health is one of the Schools in the College of Health Sciences, Moi University that specializes in training Health Professionals. The School offers a degree Programme in Bachelor of Science in Environmental Health and postgraduate degree in Master of Public Health among others. This Programme aims at addressing environmental health issues and problems from a global perspective with a view to proposing solutions in the provision of health care. The Innovative Instructional mode of teaching was adopted in the College of Health Sciences since its inception in 1990. However, the level of Lecturers’ perspectives and determinants of implementation of these methods have not been investigated. Objectives: To establish the level of knowledge of innovative instructional methods among lecturers, assess extent to which innovative instructional methods are applied in implementing Public Health Programme, examine factors that determine the implementation of innovative instructional methods in Public Health Programme and describe the challenges faced in the use of innovative instructional methods in Public Health Programme. Method: The study design used was mixed methods approach involving both quantitative and qualitative strategies The target population was undergraduate Public Health Students, the lecturers, Heads of Departments and the Dean School of Public Health. Purposive Sampling was used, then, Stratified sampling was done. The sample size was one hundred and thirty five respondents. The quantitative strategy gathered numeric descriptions of knowledge level of innovative instructional methods among lecturers. The qualitative strategy identified students and lectures experiences about determinants of use of Innovative instructional methods. Quantitative data was analysed using linear regression statistical method while Qualitative data was analysed using descriptive statistics. The qualitative strategy complemented the quantitative strategy. The respondents were one hundred and three students, twenty six lecturers, six Heads of departments and one Dean of the School of Public Health. Results: The findings indicated adequate levels of knowledge on innovative instructional methods among lecturers as shown by 100% response for Problem Based Learning and 82% for Self Directed Learning. Innovative instructional methods are used to some extent by majority (58 %) of the lecturers. Results of applicability of innovative instructional methods were significant at p value of 0.005. High Student to lecturer ratio was the major factor (58%) that influences use of innovative instructional methods. Both lecturers (100%) and students (88%) affirmed that there were challenges, majorly resources (50%) experienced in the use of innovative instructional methods. Conclusions: The level of knowledge on innovative instructional methods was adequate; Innovative instructional methods are used in teaching of Public Health Programme; both major and minor factors determine implementation of innovative instructional methods; Resources is a major challenge affecting implementation of innovative instructional methods. Recommendations: There is need to; embrace use of innovative instructional methods in Public Health Programme to a great extent; address both major and minor factors that affect use of innovative instructional methods and address resource challenges that hinder implementation of innovative instructional methods.