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Abstract

Purpose – To describe the experience and educational benefits of a course that has several unique educational design features. Design/methodology/approach – Narrative description of faculty and student experience from participants in a flipped-instructional-design inter-professional education course. Findings – “Improving Public Health – An Interprofessional Approach to Designing and Implementing Effective Interventions” is an undergraduate public health course open to students regardless of background. Its student activities mirror the real-life tasks and challenges of working in a public health agency, including: team-building and leadership; problem and project definition and prioritization; evidence-finding and critical appraisal; written and oral presentation; and press interviews. Students successfully developed project proposals to address real problems in a wide range of communities and settings, and refined those proposals through interaction with professionals from population and public health, journalism and library sciences. Practical implications – Undergraduate public health education is a relatively new endeavor, and experience with this new approach may be of value to other educators. Originality/value – Students in this course, journalism graduate students who conducted mock interviews with them, and instructors who oversaw the