Pathways to Reflective Practice Manifestation in the Public Health Teaching and Learning Process by the Lectures in Selected Universities in Lusaka and Copperbelt Provinces of Zambia

Educators assert that when lecturers are embedded in reflective practice, they will be able to examine their practices, implement alternative methods and share the best practices with colleagues for achieving quality education deliverables. However, the evidence to support this practice in the public health teaching and learning process remains theoretical and scant. To close this gap, this article explored Pathways to reflective practice manifestation in the Public Health teaching and learning process by the lectures in selected Universities in Lusaka and Copper belt Provinces of Zambia. The study was qualitative underpinned with social constructivism worldview. The case study design was used. Data was generated from 32 participants who were purposively selected for one-on-one interviews and focus group discussions. The generated data was analyzed using thematic approach. The study found that promoting self-evaluation of lecturers, identifying the strengths and weaknesses of all lecturers, using students centered approach when teaching, reviewing the course curriculum frequently, National conference for sensitizing lecturers on reflective teaching and teaching lecturers on how to teach and examine students are the key strategies on how reflective practice can be applied in public health teaching and learning by the lecturers. The study concluded that these ways on how reflective practice can be applied if well harnessed by educators can bring about positive change when teaching public health courses. Based on study findings, the study recommends that Universities offering health courses should enhance the ties between Health Professional Council of Zambia (HPCZ) and the Higher Education Authority (HEA) as these institutions can help to facility national conferences were lecturers can be sensitized about reflective practice and its value.