Teaching Systems Thinking in Postgraduate Public Health: A Scoping Review of Curricular Approaches

Abstract

Issue Addressed

Public health professionals need systems-thinking capabilities to address complex health challenges. Systems thinking is increasingly recognised in public health competency frameworks, yet published literature on how it is taught in postgraduate programmes remains limited. This scoping review mapped descriptions of its teaching in that literature.

Methods

A search of PubMed, Education Resources Information Center (ERIC) and Web of Science was conducted on 15 May 2025 using terms related to public health education and systems thinking. Sources were eligible if they described postgraduate public health programmes with explicit systems thinking content. After screening 1471 records and assessing 32 full texts, 14 sources were included. Data were charted by programme characteristics, systems-thinking focus, pedagogy, tools, assessments and challenges and then analysed using inductive thematic synthesis.

Results

Programmes were mostly in the United States (7/14). Other examples came from Europe, Canada and Australia. None were from Asia or Africa. Most programmes (11/14) used explicit systems-thinking tools, particularly visual techniques. Approaches and integration depth varied. The review organised reported practices into six review-derived curricular patterns: applied practice, student leadership, research and inquiry, active learning, creative production and reflective practices.

Conclusions

Systems thinking was taught in varied ways. Six recurring curricular approaches were developed as review-derived organising categories.

So What?

This review provides a descriptive menu of reported approaches that may inform curriculum design, faculty development and future evaluation of systems thinking pedagogy in postgraduate public health.