Abstract
PTH 2: Determinants of Health Disease and Interventions 2, B307 (FCSH), September 3, 2025, 15:45 - 16:39
Aims: This study evaluates the first implementation of a Blended Intensive Program (BIP) on migration health, developed by LMU Munich, Lund University, and the University of Porto with the support of the European University Alliance for Global Health. The program adopts a research-based, iterative learning approach to equip an interdisciplinary group of students with the knowledge, skills, and attitudes essential for migration health research, advocacy, and health promotion. Featuring mentors and presenters from diverse backgrounds, the 15-week (150-hour) program includes an 11-week online premobility phase, a 1-week mobility phase in Munich, and a 3-week post-mobility phase.
Methods: The BIP was evaluated using the three levels of Kirkpatrick’s model. The first level “reaction” focused on student feedback, collected via a survey covering six areas: general experience, online learning, mentoring, in-person week, impact, and suggestions. The second “learning” assessed performance on assignments and stages of project development through mentor and peer evaluations (total: 100 points). Insights into behavioral changes were drawn from content analysis of students’ statements on knowledge application and personal growth in their self-development reports.
Results: Twenty-six students from seven universities completed the BIP (17 master’s, seven PhD, four undergraduates). Course content (4.86±0.36) and the blended format (4.71±0.46) received the highest ratings, while live online interaction (4.00±0.77) and mentoring structure (4.24±0.89) scored the lowest. Students emphasized the need for one-on-one online mentoring, stronger peer interaction in the premobility phase, and deeper sessions on research methods. The average performance score was 87.64±11.72 (Minimum-Maximum: 50-99). Participants reported increased awareness of their positionality, a commitment to applying gained perspectives and skills, and a dedication to advocating for migrants’ rights.
Conclusion: The program successfully engaged students, strengthened research skills, and fostered commitment to migrant rights. Improving online interaction, mentoring, and methodological depth could enhance learning. Future analysis will assess impact using Kirkpatrick’s ‘Results’ level.