Systems Thinking in Public Health Education: A Scoping Review

Vollständiger Abstract

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Systems thinking is increasingly recognized as an important component of public health education, yet its application within curricula remains varied and evolving. This scoping review examined how systems thinking is defined, taught, and assessed in public health education. Peer-reviewed studies published between 2009 and 2026 that explored systems thinking in public health education were identified through a review of the global literature. Thirteen studies met the inclusion criteria, including ten from the United States and one each from Canada, Croatia, and South Africa. Data were extracted and synthesized using thematic analysis. Teaching approaches included systems mapping, interprofessional collaboration, and experiential learning, although few studies defined systems thinking competencies or used validated assessment tools. Five themes emerged: definitions and conceptualizations of systems thinking, competencies emphasized, teaching strategies and tools, assessment methods, and alignment with competency frameworks. While systems thinking has gained prominence in public health education, its integration remains fragmented, highlighting the need for clearer competencies, stronger faculty development, and more rigorous evaluation.