Reflective Insights into Undergraduate Public Health Education: Comparing Student and Stakeholder Perceptions

Reflective practice is vital for bridging theory and professional application in undergraduate public health education, yet its use in non-Western contexts is underexamined. This mixed-methods study evaluated the Minor in Public Health at the Saw Swee Hock School of Public Health, National University of Singapore, using a convergent parallel design. Using a longitudinal student survey (baseline upon entry: n = 289; graduation upon completion: n = 78) and cross-sectional stakeholder survey (n = 17), quantitative analysis included chi-square tests for competency changes and Wilcoxon rank-sum tests for group comparisons. Thematic analysis of open-ended responses highlighted strengths in systems thinking, analytical skills, and interdisciplinary integration, but also gaps in practical experience, specialised knowledge, and professional communication. Students reported significant improvements in 10 of 13 competencies from baseline to graduation and rated their attainment higher than stakeholders across all competencies. Those who achieved all competencies also gave significantly more positive ratings of the programme in the domains of teaching and learning, and in engagement, assessment, and feedback. These findings underscore the role of reflective practice in aligning education with workforce needs and offer a scalable approach for curriculum development. The study provides actionable insights for educators to design responsive and reflective curricula that support the preparation of competent public health professionals in diverse global contexts.