A proposal for a graduate curriculum integrating theory and practice in public health.

Prior editions of this journal (McLeroy and Steckler, 1993; Green et al., 1994; Schwartz and Capwell, 1995) and other recent publications (Hochbaum and Lorig, 1992; Buchanan, 1994; Kelleher, 1996; McQueen, 1996; Milburn, 1996) have discussed the value of theory and its relation to practice in health education. This discussion inspired us to think about theory (defined broadly as theories of etiology and theories of change), and the ways in which theory and practice can be better integrated in graduate education programs in public health. Traditional programs, which utilize a ‘Theory of the Week’ or cookbook approach, fail to assist students to make the leap from learning theories out of books to application in the field. Neither do they provide opportunities for students and faculty to partner with and provide technical assistance to communities, and state and local agencies (Sorensen and Bialek, 1993). This article proposes a problem-based curriculum, integrating theory and practice, for two public health graduate settings: public health education or a generalist masters in public health. Based on our systematic reflection about how students can bridge theory and practice in public health settings, we have begun to consider these proposals for the University of New Mexico Program in Public Health. The current threats to public health from privatization and the lack of policy-maker understanding make it imperative for public health graduate