A Quasi-Experimental Assessment of Student Self-Efficacy in Professional Skills Following a Competency-Based Graduate Program Redesign

Competency-based education (CBE) is an outcome-oriented instructional approach that ensures students master essential skills before advancing. In public health education, CBE aligns with professional competencies set by several accrediting bodies to prepare graduates for workforce demands. This repeated measure quasi-experimental study evaluates student self-efficacy in applying professional skills within a restructured Master of Public Health program designed under a CBE framework. A 2-year pilot assessment guided the program’s redesign, focusing on competency alignment, curriculum mapping, and skill development. Initial evaluations identified gaps in applied learning, prompting course restructuring to emphasize hands-on experience and higher-order cognitive skills. The redesigned program introduced a cohort-based model, service-learning integration, and a boot camp to ensure foundational knowledge consistency. A culminating Graduate Student Symposium provided students with an opportunity to showcase their applied skills to industry professionals. By examining student self-efficacy within this framework, this study highlights the impact of CBE on professional preparedness. Findings contribute to ongoing discussions on best practices in graduate public health education and provide insights for educators and policymakers seeking to enhance training models. This study underscores the significance of CBE in fostering confidence and competence in public health professionals, ultimately strengthening workforce readiness.