Improving student confidence to engage in productive discourse on controversial public health topics: an evaluation of course effectiveness.

Introduction: Engaging in respectful, evidence-based dialogue on controversial public health issues is an essential competency in undergraduate public health education, where future professionals must be able to navigate sensitive topics with diverse interest holders. In the current political context, however, such discussions can be challenging for students, underscoring the need for structured educational approaches that develop skills in critical examination, debate, and constructive communication. This study evaluates the impact of participation in Methods: Study participants included undergraduate students enrolled in Results: Findings demonstrate significant increases in students' perceived confidence on all quantitative measures. Qualitative findings complemented the quantitative results by illustrating students' enhanced confidence in engaging in structured discussions on controversial public health topics, including improved abilities in argument construction, critical appraisal of evidence, and application of the ARE framework. Students also reported gains in socio-emotional competencies, such as open-mindedness, empathy, active listening, and maintaining respectful and composed dialogue during challenging discussions. Discussion: Findings highlight effective strategies for improving student confidence in engaging in reasoned discourse around controversial public health topics and offers evidence on effective methods for implementation in higher education. Findings further present an opportunity to increase awareness of the importance of developing student confidence and skills related to engaging in productive, evidence-based conversations on divisive public health issues.