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Health Education Research, Vol. 14, No. 5, 697-706, October 1999
© 1999 Oxford University Press

POINT OF VIEW

A proposal for a graduate curriculum integrating theory and practice in public health

Deborah Helitzer and Nina Wallerstein

Departments of Family and Community Medicine, School of Medicine, University of New Mexico, Albuquerque, NM 87131, USA

Prior editions of this journal (McLeroy and Steckler, 1993; Green et al., 1994Go; Schwartz and Capwell, 1995Go) and other recent publications (Hochbaum and Lorig, 1992Go; Buchanan, 1994Go; Kelleher, 1996Go; McQueen, 1996Go; Milburn, 1996Go) have discussed the value of theory and its relation to practice in health education. This discussion inspired us to think about theory (defined broadly as theories of etiology and theories of change), and the ways in which theory and practice can be better integrated in graduate education programs in public health. Traditional programs, which utilize a `Theory of the Week' or cookbook approach, fail to assist students to make the leap from learning theories out of books to application in the field. Neither do they provide opportunities for students and faculty to partner with and provide technical assistance to communities, and state and local agencies (Sorensen and Bialek, 1993Go. . . [Full Text of this Article]

Year 1

Year 2

The conceptual whole

Notes

References


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