Students Engaging in Public Health Research: An Opportunity to Enhance Education

Abstract

Society is on the heels of one of the largest public health crisis the world has experienced in over a century, the COVID-19 pandemic. Developing the next generation of adept public health researchers is paramount to protecting the world against future health threats and addressing legacy public health challenges. This article explores the transformative influence of research experience on education, presenting three major points: (1) students engaging in public health research is timely, (2) students can develop a variety of critical thinking skills and data-driven decision-making capabilities that prepare them for future careers, and (3) faculty and universities benefit from the collaboration and community that student research fosters. Since the COVID-19 pandemic, more students have been interested in a career in public health, with many students also eager to help address health disparities, a reality highlighted during the pandemic. This article puts forth the value of student engagement in public health research from the student and faculty member’s perspectives. The student lens includes the connection between research and developing greater public health interest, a sense of ethical responsibility, and an attitude of open-mindedness. The faculty lens considers the value of skill-building for students and the benefits of increased academic community-building, greater research productivity, and mutual learning potential for both students and faculty. The article includes specific recommendations for faculty to incorporate research into their student training. It concludes by advocating for institutional and community support to encourage student engagement in research and prepare the next generation of public health professionals and researchers.

Keywords

student engagement interactive learning environments project-based learning research methods

Introduction

There exists a great opportunity for faculty to engage their students in public health research. This article outlines how research can enhance education and explains how students engaging in public health research is timely following the COVID-19 pandemic. The faculty and student author team have 2 years of collaborating research experience with one another, and they draw upon these experiences and the faculty author’s research collaborations with other students over the last several years to provide their perspectives about the benefits and challenges regarding students engaging in research. They also bring to light barriers and facilitators to students participating in research. Recommendations for faculty round out the article, guiding faculty interested in incorporating students in their research projects.

Students Engaging in Public Health Research is Timely

The COVID-19 pandemic brought society’s health vulnerabilities to light as health systems worldwide were unprepared and marginalized populations experienced higher mortality rates from the disease. Such disparities and premature morbidity and mortality are not contained to the COVID-19 pandemic; rather, the rising prevalence of chronic diseases over the last few decades (World Health Organization, 2022) requires shifting from a clinical, treatment-oriented healthcare focus to a health-promoting focus that emphasizes improving population health through prevention, government and community collaborative planning, and addressing the social determinants of health, all through evidence-based research and practice (Paul et al., 2020). The research driving this paradigm shift will continue with the next generation of public health researchers—the individuals in training today. The more proficient and collaborative the new crop of researchers, the greater the likelihood of success in batting the public health problems facing our nation and world.

Engaging in public health research while being a student is an important way that students can participate in helping to remedy the current public health challenges they learn about through coursework and the media. Faculty can encourage students to pose meaningful population health research questions knowing that significant public health problems exist burdening our society (Rimer, 2016). In particular, engaging students in public health research has new challenges and opportunities since the COVID-19 pandemic. There has been the challenge of conducting work in the community when anti-contagion policies were in place and the opportunity to use virtual modalities like Zoom to deliver interventions. During the pandemic, student researchers were on investigative teams that needed to make decisions about whether conducting their research was worth the risk of spreading COVID-19 (Nomali et al., 2023). The pandemic has also brought to light the significance of big data analytics and the use of technology in public health research (Alsunaidi et al., 2021). With the healthcare industry relying more on empirical evidence as the standard of care, there is a greater need for skilled researchers who can use data to inform clinical decisions and public health policies (Awrahman et al., 2022; Masic et al., 2008). The article herein discusses how participating in research enhances a student’s overall public health education and provides recommendations for faculty to incorporate research into their student training. The study authors draw upon education theory, evidence-based mentoring practices, and personal experiences to present insights and strategies.

Students Develop Important Skills Through Research

Collaborating with faculty, practitioners, and community partners can be a powerful way to help students understand the complex social and environmental factors that influence health. In this way, students can be part of a team that translates research into practice and works together to promote health equity. Recognizing the value of such collaborations, universities sometimes offer programs encouraging student research; often, these initiatives aim to deepen knowledge of health disparities and advance equity (Nyström et al., 2018). Additionally, some universities have developed research clusters where they hire a team of faculty members based on shared interdisciplinary research interests such as cancer health equity; this strategy can also enhance research opportunities for faculty and students by leveraging limited resources and multiple researchers’ strengths (Huenneke et al., 2017).

An important potential outcome of research experiences is the networking opportunities—getting to know public health professionals and other researchers through their projects and at conferences where they share their findings. Students’ feelings of project ownership may be related to the degree of networking they experience (Hanauer & Hatfull, 2015). This networking can often help facilitate future job placement. Furthermore, employers in the public health sector value research experience in their recruits, as it demonstrates the ability to apply critical thinking, problem-solving, and analytical skills (Papathanasiou et al., 2014). Thus, participating in public health research can benefit students beyond their academic careers, contributing to their personal and professional growth.

In addition to developing critical skills, students who perform research can enjoy benefits related to improved well-being (Walkington & Ommering, 2022) and stronger interpersonal skills (Chang & Ramnanan, 2015). Furthermore, student researchers can feel autonomy when their research mentors allow them to make choices within their research project (Ommering et al., 2020). Walkington and Ommering (2022) state that mentoring students through their research experience can provide scaffolding that allows them to build their skills and knowledge.

Faculty widely acknowledge the importance of involving students in public health research, as it provides valuable experience to students while contributing to advancing knowledge in the field. Student involvement in research has numerous benefits to the student, including improving their research skills, critical thinking abilities, and professional competencies (Adebisi, 2022).

Students Find Satisfaction in Performing Research

The potential impact of their research on improving public health outcomes can be a source of excitement and passion for students. This prospective relevance of their projects can motivate them to work hard to contribute to the body of knowledge surrounding a specific health issue that aligns with their personal or professional interests. Participating in public health research can also provide students with a sense of purpose and fulfillment (Brownson et al., 2012). Additionally, they may feel a sense of responsibility and pressure to conduct their research thoroughly, ethically, and with future impact in mind (Al-Natour et al., 2021). This includes developing skills to approach research with care and open-mindedness, as public health research often includes vulnerable populations and addresses sensitive topics. For example, a student researching mental health may need to approach participants with sensitivity and respect to minimize any discomfort they may feel (Hughes et al., 2022).

Students, Faculty, and Universities Benefit From Student Research

Faculty Perspective

Benefits for the faculty exist, too. First, involving students in research can help develop a sense of community and collaboration within their academic department and college, helping their research endeavors connect with the main goal of educating students. For example, the faculty author has worked with a gerontology colleague and students from nursing and gerontology on multiple projects aimed at improving the lives of seriously ill patients and their family caregivers. Their group shares a strong camaraderie, and a recent highlight was attending a national conference together to present their findings. Second, students can also help ensure that faculty research includes the younger generation’s perspective, which is often more informed about areas such as social media or public health issues among teens. Third, student research may lead to co-authored publications, conference presentations, and other scholarly activities, enhancing the faculty member’s and the academic institution’s reputation (Nyström et al., 2018). The faculty author is always pleased to learn about facets of the publication process that are new to students and that help prepare them for future research positions. An example is recently explaining to a student collaborator how being asked to revise and resubmit a manuscript is common after the student was surprised that the manuscript was not just accepted or rejected.

While faculty play a key role in mentoring and guiding students in research projects, the learning can be a two-way street. By working alongside experienced researchers, students learn cutting-edge research methodologies, tools, and techniques. On the flip side, like with any type of teaching, one must truly understand a topic to explain it to others (Limeri et al., 2019). The same can be said for research—for faculty to teach someone how to research, they need to fully understand the methods and skills required and, ideally, be current on the latest scientific approaches to answering their research questions (Pfund et al., 2016). Sometimes, this means faculty must “brush up” on their understanding of research skills needed for a specific project. Furthermore, the fresh perspective that student researchers bring to research projects can enlighten the rest of the team when students pose questions or offer suggestions about other potential approaches to investigating the research problem.

Dr. Barbara Rimer, dean of the UNC Gillings School of Global Public Health from 2005 to 2022, notes that students have a sense of urgency to improve the world when they enter public health degree programs and that the universities and faculty should build on that passion (Rimer, 2016). For each stakeholder group—students, faculty, and the university leadership—there is an opportunity to listen and learn. A valuable campus resource can be universities’ centers for teaching and learning (also known as “centers for faculty development” or other similar names). Many of these centers have moved beyond focusing strictly on technology innovation and now offer training in various pedagogical strategies (Lieberman, 2018). Faculty who wish to incorporate elements of research within their course design or learn how to engage student research mentees better could look to this campus resource for guidance.

Barriers and Facilitators to Students Participating in Research

There are some barriers to student participation in research, including lack of time, lack of knowledge and skills, little funding, poor understandability of the research findings and statistical data, and the visible gap between research and practice (Adebisi, 2022; Mokhtari et al., 2019). Recommendations for overcoming such barriers and facilitating students’ participation in research include universities providing more training through workshops and research internships, more support for undergraduate research journals where student researchers could publish their findings, and more incentives and awards to motivate and reward students interested in research (e.g., research grants, travel grants; Adebisi, 2022).

Some academic organizations that currently provide monetary awards for research include the American Public Health Association (American Public Health Association, n.d), the Society for Health Psychology’s Graduate Student Research Award (Society for Health Psychology, n.d), and the Natural Sciences and Engineering Research Council of Canada (Natural Sciences and Engineering Research Council of Canada, 2023). The National Institutes of Health (NIH) recognizes the importance of engaging students in research and has increased funding for research programs aimed at undergraduate and graduate students. In 2015, the NIH awarded approximately $100 million in funding to support research experiences for undergraduate students. By 2021, this funding had increased to over $190 million (Collins, 2015; Kitson & Goedert, 2023). Engaging faculty interested in mentoring student researchers could also facilitate positive research experiences. A cross-sectional study of 536 faculty across 13 research institutions examined the characteristics of faculty more interested in mentoring research experiences. Faculty who valued diversity and mentoring underrepresented students, felt their university’s reward structure was aligned with mentoring student researchers, and were at their mid-career (vs. late-career) were more motivated to mentor students in research (Morales et al., 2017).

Strategies to Optimize the Research Experience for Students and Faculty

Creating an engaging and practical learning experience is essential to prepare students for conducting impactful public health research. Faculty should consider situational factors, such as public health crises, when designing courses to provide students with relevant and real-world experience (Hughes et al., 2020). Innovative research methodologies can promote student engagement and critical thinking, including community-based, participatory action, and mixed-methods research. Moreover, leveraging technology and online resources can give students access to research tools and prepare them for the rapidly evolving research landscape (Upadhyaya et al., 2015; Zhang et al., 2023). The following are strategies to optimize the health promotion research experience for both students and faculty:

■ Encourage active engagement: Involve students in the entire research process for greater engagement and ownership, including developing research questions, designing studies, collecting and analyzing data, and presenting findings. Research shows that greater development occurs as undergraduate student researchers spend more time on a project (Thiry et al., 2012). For example, in the authors’ research project focused on reviewing skill-building interventions for cancer caregivers, the faculty member actively involved the student by assigning her specific tasks and responsibilities throughout the entire research process. The student assisted with framing the research question, collecting and reviewing the articles, developing tables, and drafting parts of the manuscript. Another example is with this article; the faculty and student researchers worked together from project start to finish. They used a shared drive folder containing their initial ideas, manuscript drafts, and literature review. They also had meetings to discuss its progress as they were writing it. Additionally, by actively engaging in multiple projects while obtaining her degree, the student author discovered which topic areas resonated most with her and is now building on that in her internship. Throughout these projects, she also learned to balance various tasks, academic coursework, and personal commitments.

■ Incorporate community-based research: Promote collaboration between student researchers and community-based organizations to help provide a holistic understanding of health issues and the research’s application to real-world problems. For instance, the faculty author’s undergraduate and master’s-level student researchers collaborated with their county’s community mental health organization to develop a needs assessment process to address local gaps in mental health care. The faculty and student researchers interacted with various community stakeholders through that project, including education providers, mental health therapists, nonprofit leaders, and community residents. The research team also benefited from analyzing data collected using a novel focus group technique employed by the community partner, visual mapping, where an artist illustrated the respondents’ responses in real time (Hughes et al., 2022).

■ Foster interdisciplinary collaboration: Incorporate diverse perspectives and approaches that can result when colleagues from different disciplines work together to engage in research. Interdisciplinary collaboration can help push forward new scientific discoveries and can be very rewarding to those researchers involved (Crowley et al., 2014). The authors’ research team comprises professionals from various fields, including public health, economics, and engineering, to foster interdisciplinary collaboration and ensure a comprehensive approach to research. Integrating these disciplines allows the public health researchers to consider the potential skill-building interventions needed in the seriously ill populations examined, the economics researcher to consider the cost implications of delivering these interventions, and the engineering team to incorporate geospatial analysis expertise to help target locations most in need.

■ Offer professional development opportunities: Offer students research-related events, such as conferences and workshops, to help them learn about current public health issues and build professional connections. In addition to gaining scientific information, attending conferences helps students learn about the social issues related to the content and upcoming events from hearing and participating in side conversations at conferences (Hauss, 2021). For example, one of the faculty author’s master’s students recently presented a poster of their collaborative work at a national scientific meeting. This was the student’s first academic meeting, and she enjoyed discussing her project with other attendees and learning about a similar related conference she could attend the following year. She is even considering pursuing a Ph.D. degree now that she has succeeded in publishing and presenting her research (Baumbach et al., 2023). Additionally, the faculty author’s undergraduate student presented another of their studies at their university’s undergraduate research conference, where she showed their findings to her professors and the university community. The event also included slides on a big screen with quotes from her faculty mentors praising her work.

■ Incorporate innovative technologies: Use innovative technologies, such as geospatial analysis applications, data visualization tools, or virtual reality simulations in the research process. For example, by integrating geospatial analysis, two of the faculty author’s student researchers successfully analyzed and mapped cancer risk across Illinois. The articles about these studies displayed colorful maps that helped illustrate their findings (Faghani et al., 2022; Guo et al., 2022). Faculty could also consider helping students learn about such technologies through a student group. For example, the Harvard T. C. Chan School of Public Health has the Public Health Innovation and Technology Student Forum, where students can learn about and discuss innovations they may use in their research or future careers (Blanding, 2022).

■ Integrate backward design: Faculty research mentors can consider integrating backward design into the research process to optimize the educational value for students and faculty (Jensen et al., 2017). This approach involves starting with the desired end goals and working backward to develop instruction and learning experiences.

■ Ensure that research aligns with course objectives and caters to student learning needs: Educators can set clear expectations and outline acceptable evidence of success. Faculty research mentors may reflect on the following questions before engaging students in research:

○ What research activities and instruction are most effective in achieving optimal student learning through research?

○ How can the arrangement and organization of inputs be optimized to yield the desired learning for student researchers?

○ What design principles and strategies can be utilized to maximize the effectiveness of research activities?

○ How can collaborative learning opportunities be incorporated into research projects to enable students to learn from one another and deepen their understanding of the subject matter?

○ How can I connect student research experiences to their coursework to enrich the overall learning experience?

Conclusion

Student involvement in public health research can enhance students’ learning experiences, provide practical skills, and new perspectives, and lead to innovative solutions. Additionally, research participation positively impacts academic performance, career aspirations, and personal growth (Trott et al., 2020). Academic institutions and public health schools and programs can support faculty in creating opportunities for more student-engaged public health research. Integrating institutional, faculty, and community support for students participating in research will help expand pedagogy from classroom settings to labs and the real world, better preparing the next generation of graduates to make a positive impact on our nation’s health.

Footnotes

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

ORCID iD

M. Courtney Hughes

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