An evaluation of the impact of an ‘authentic learning’ cumulative case study assignment in an undergraduate health science introductory epidemiology course

TILT Program: TILT SoTL Project

Principal investigator: TJ Salway, associate professor, Faculty of Health Sciences

Project team: Whitney Qualls, sessional instructor and research assistant, Faculty of Health Sciences

Timeframe: February 2024 to July 2025

TILT Support: $4484 and up to 80 hours TILT research assistant support

Course addressed: HSCI 230 -- Evaluating Epidemiological Research

Final report: View TJ Salway's final report (PDF), and manuscript (PDF)

Description:

This project evaluated the implementation of authentic learning principles through a cumulative case study assignment in a large undergraduate epidemiology course. Recognizing the challenge of making epidemiology relevant to diverse health science students, the team redesigned HSCI 230 to center around group-based case studies where students selected topics of personal interest from real epidemiological research. The approach aimed to answer how authentic learning impacts students' understanding of foundational epidemiology concepts and perceived career relevance.

The implementation involved significant pedagogical innovations including a flipped classroom model with pre-recorded lectures, highly interactive in-person sessions incorporating kinesthetic activities, structured group work in "epi pods," an ombuds committee for peer support, and guest speakers sharing career pathways. Over four consecutive semesters, students completed six-part case study assignments that mimicked real-world epidemiological work through critical appraisal of contemporary research studies.

Data from surveys, student work, reflections, and interviews showed that most students found personal connections essential for learning, with the vast majority reporting that such connections strengthened their understanding and retention. Students linked course concepts to their own health experiences, social identities, and broader public health issues. Although some struggled with collaborative work, many groups ultimately built strong learning communities, formed lasting friendships, and gained a clearer sense of epidemiology’s real‑world relevance.

Questions addressed:

• How does the application of authentic learning principles through student-selected case study topics impact learning of foundational epidemiology concepts?
• What is the effect on students' perceived relevance of epidemiology to future health science careers?
• What factors facilitate or challenge authentic learning implementation in large undergraduate courses?
• How do students connect personally with epidemiological research topics?

Knowledge sharing: Findings have been shared with other HSCI 230 instructors and presented at the Society for Epidemiologic Research Conference (2025, Boston). The team plans to publish results based on feedback about the need for more research on undergraduate epidemiology education innovations. Results will also be shared at future TILT events and with epidemiology educators beyond SFU.

Keywords: authentic learning, epidemiology education, undergraduate pedagogy, case study methodology, group-based learning, student engagement, flipped classroom, health science education, active learning, curriculum innovation