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Table 3 Relationship between Master of Public Health (MPH) students’ satisfaction scores on different aspects of the MPH programme and responses to the question of whether they would apply again for the MPH degree, given the opportunity (n = 702)

From: Factors that influence full-time MPH Students’ willingness in China: would You apply again for an MPH graduate degree if you had another opportunity?

Satisfaction Total Yes No Cohen’s d p-value*
mean mean SD mean SD
Component 1-admission & lecture courses 3.53 3.81 0.51 3.61 0.54 0.38 <0.001
Admissions 3.44 3.88 0.76 3.49 0.93 0.46 <0.001
Lecture courses
 Course goals 3.55 3.69 0.80 3.28 0.86 0.50 <0.001
 Rationality of course schedule 3.52 3.60 0.92 3.23 0.88 0.41 <0.001
 Advancement of course contents 3.41 3.66 0.81 3.24 0.85 0.51 <0.001
 Professionalism of course contents 3.50 3.56 0.90 3.14 0.86 0.48 <0.001
 Comprehensiveness of course contents 3.47 3.64 0.83 3.24 0.81 0.49 <0.001
 Diversity of teaching methods 3.52 3.65 0.89 3.28 0.83 0.43 <0.001
 Rationality of course evaluation system 3.71 3.85 0.75 3.44 0.84 0.52 <0.001
 Courses can meet student needs 3.51 3.65 0.83 3.26 0.84 0.47 <0.001
 Connection between course and practical training 3.42 3.56 0.93 3.14 0.91 0.46 <0.001
 Connection between course and research activities 3.62 3.76 0.78 3.36 0.87 0.48 <0.001
 Graduation thesis with practice 3.70 3.86 0.80 3.40 0.93 0.53 <0.001
 Component 2-Research activities & mentorship 3.84 3.98 0.66 3.59 0.74 0.56 <0.001
Research activities
 Goals can be effectively reached through research activities 3.75 3.88 0.76 3.50 0.89 0.46 <0.001
 Research activities can help with regard to the students’ jobs in the future 3.67 3.85 0.83 3.34 0.93 0.59 <0.001
 Evaluation of graduation theses 3.82 3.94 0.70 3.59 0.79 0.47 <0.001
 Mentorship
 In-campus mentors’ guidance 4.10 4.21 0.70 3.89 0.91 0.39 <0.001
 Occupational-orientation 3.88 4.02 0.80 3.63 1.00 0.43 <0.001
 Interaction between mentors and students 3.90 4.09 0.78 3.81 0.94 0.32 <0.001
 Off-campus mentors’ guidance 3.99 4.00 0.74 3.79 0.84 0.27 0.013
 Joint guidance of on- and off-campus mentors on the students’ graduation theses 3.76 3.91 0.89 3.49 1.02 0.44 <0.001
Component 3-Practical training (n = 422)a 3.74 3.81 0.51 3.61 0.54 0.38 <0.001
 Practical training goals 3.85 3.96 0.70 3.63 0.78 0.45 <0.001
 Conditions of practical bases 3.89 3.97 0.68 3.73 0.80 0.32 0.002
 Internship subsidy 3.28 3.43 1.08 2.99 1.18 0.39 <0.001
 Selected practical bases 3.86 3.95 0.72 3.69 0.84 0.33 0.002
 Goals can be effectively reached through practical training 3.83 3.93 0.73 3.65 0.80 0.37 0.001
 Practice can meet student needs 3.75 3.87 0.78 3.51 0.90 0.43 <0.001
 Practice can help with graduation thesis 3.74 3.88 0.76 3.49 0.93 0.46 <0.001
Component 4-Training goals 3.52 3.68 0.74 3.21 0.74 0.64 <0.001
 Goals can guide lecture courses 3.53 3.69 0.79 3.24 0.87 0.54 <0.001
 Goals can guide practical training 3.38 3.56 0.91 3.04 0.87 0.58 <0.001
 Goals can guide research activities 3.65 3.81 0.79 3.34 0.89 0.56 <0.001
  1. aOnly 422 students had been involved in the practical training at the time of the investigation
  2. *Student’s t-test analysis of independence was performed to test differences between satisfaction scores of respondents in the responses to the question of whether they would apply again for the MPH degree
  3. The bold is to highlight 4 factors
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