Not all classes leave the same impact, some are eye-opening, while others feel like a struggle to get through. One of the most beneficial courses I’ve taken was Introduction to Public Health, while the Microeconomics class I took felt less relevant to my goals. I think the key difference is that one directly connects to my future career, and the other didn’t.
My Introduction to Public Health course help lay the foundation for my understanding of public health systems, epidemiology, and health policy. The class used real-world case studies, discussions, and practical applications, making it engaging and meaningful. According to Adult Learning Theory, effective learning is problem-centered and relevant to real-life experiences (Merriam & Bierema, 2013). This course checked all the boxes, keeping me invested and motivated.
On the other hand, Microeconomics felt disconnected from my field. While I know economics plays a role in healthcare policy and budgeting, this class focused more on general financial concepts like supply and demand models and profit maximization. Without clear links to public health, it was difficult to stay engaged. Research on Constructivist Learning Theory suggests that students learn best when they can relate new material to existing knowledge (Bransford et al., 2000). Since I couldn’t see how microeconomics applied to my studies, it made the class feel like a chore rather than an opportunity to grow.
The takeaway for me is that the most effective courses are relevant, engaging, and provide real-world applications. When learning aligns with career goals, it’s easier to stay motivated and absorb the material. Otherwise, it risks becoming just another box to check on the way to graduation.
References
- Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School.National Academies Press.
- Merriam, S. B., & Bierema, L. L. (2013). Adult Learning: Linking Theory and Practice. Jossey-Bass.