Rafael Pérez-Escamilla: Promoting active engagement in collaborative classes

In Professor Rafael Pérez-Escamilla’s classroom, students are not just passive recipients of information but active participants in their learning journey. Through innovative teaching methods, Pérez-Escamilla prepares his students to tackle the messy and complex realities of the public health workforce.

Traditionally, students acquire knowledge in class and then apply it through assignments at home. Pérez-Escamilla, professor of public health (social and behavioral sciences), flips this setup: students engage with the lecture material outside of the classroom via recorded lectures and readings, as well as homework, allowing them to come to class prepared to participate in interactive discussions and collaborative projects. This approach shifts the classroom dynamic from passive absorption to active engagement, a strategy proven to enhance student learning across various fields (Freeman et al., 2014; Kozanitis 2022). He uses this flipped classroom to expose his students to a wide variety of case studies.

This type of learning is one that the Yale School of Public Health strives to provide. YSPH is home to a vast array of experts across the breadth of public health. A YSPH education is more than simply gaining knowledge that could be obtained from the internet. Rather, our students are provided with the opportunity to learn from the cognitive framework that these experts have acquired through years of study and lived experience.

At the heart of Pérez-Escamilla’s teaching philosophy is the use of case studies. Unlike the canonical case studies typical of business schools, which require extensive research and professional-level writing, he draws on his years of study and three-decades of professional experience to craft compelling learning scenarios. These case studies tell real-world stories of public health science implementation, which he presents in recorded lectures that are updated regularly. These lectures weave together lessons from assigned readings and personal narratives, illustrating the systems, science, politics, and interpersonal dynamics underlying the practice of public health. Students gain insight into how Pérez-Escamilla, as an expert, has approached various public health challenges. Using case studies is a clear demonstration of giving students an opportunity to “try on” an expert's perspective on a complex situation.

During class, students discuss the scenario laid out in the recorded lecture and readings in peer-led conversations. These classroom discussions are instrumental for realizing the learning gains granted by experiential learning. By leading and participating in these evidence-based discussions, students can try and apply the expert cognitive framework provided in the recorded lectures.

Pérez-Escamilla, who is the director of YSPH’s Office of Public Health Practice, emphasizes issues of social injustice and inequities in his case studies, which he finds resonate strongly with students, motivating them to engage deeply and thoughtfully. He also incorporates principles of evidence-based practice and implementation science, helping students develop critical- and systems-thinking skills necessary for real-world problem-solving.

Before each class, student discussion leaders collaborate with Pérez-Escamilla and his teaching fellows to prepare presentations and activities. This not only further engages students but helps them develop teaching, leadership, and communication skills. These peer-led sessions require thorough preparation, ensuring that all students come to class ready to engage deeply with the material.

Transitioning to the flipped classroom model was a significant change for Pérez-Escamilla, and one he took on during a sabbatical year in 2016. The effect of this shift has been profound; he was surprised by how impactful the change was. On the student side, he finds that this approach instills a clear expectation in students that they are expected, and welcome, to contribute to the discussions. Even the most reserved students find themselves comfortable enough to participate.

Perhaps the most surprising change has been in his own experience. Using the traditional approach, he often felt anxious walking into class, knowing he alone was responsible for producing the truth about public health in his lectures. The flipped classroom model has transformed his role into that of a facilitator of learning, creating a more relaxed and enjoyable teaching environment. This collaborative approach empowers students to be partners in creating a classroom learning community.

Pérez-Escamilla embodies the goal of YSPH to support the development of students into leaders in the science and practice of public health. His experiences are a case study demonstrating that thoughtful, innovative changes in teaching practices can profoundly improve student outcomes and overall classroom experience for all. His work stands as a testament to the transformative power of dedicated, forward-thinking educational practices in public health.

This article was revised with the assistance of Clarity, an AI educational tool provided by OpenAI.