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Updated: Jul 4, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Student satisfaction and perceptions of small group process in case-based interprofessional learning.

Vernon R Curran¹, Dennis Sharpe, Jennifer Forristall

¹Centre for Collaborative Health Professional Education, Faculty of Medicine, Memorial University of Newfoundland, St. John's, NL, Canada, A1B 3V6. vcurran@mun.ca

Medical Teacher

|June 24, 2008

Summary

Case-based learning enhances interprofessional education. Face-to-face, case-based methods improved student satisfaction, highlighting the need for effective small-group facilitation in health professional training.

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Last Updated: Jul 4, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

Medical Education
Health Professions Education
Collaborative Learning

Background:

Small group, case-based learning is recognized for fostering interprofessional learning.
Interaction factors significantly influence student engagement and satisfaction.

Purpose of the Study:

To evaluate student satisfaction with a blended interprofessional learning approach (computer-mediated and face-to-face case-based learning).
To investigate the link between student satisfaction and perceptions of the collaborative learning process.

Main Methods:

Six interprofessional learning modules were delivered to 520 undergraduate health students (medicine, nursing, pharmacy, social work).
An evaluation survey assessed student satisfaction and perceptions of small group learning.

Main Results:

Student satisfaction varied by professional background.
Face-to-face, case-based learning was preferred over other methods, correlating with higher satisfaction.
Positive perceptions of face-to-face, case-based learning were linked to greater interprofessional learning satisfaction.

Conclusions:

The case-based learning method effectively supports interprofessional education.
Effective facilitation of small-group collaborative learning is crucial for enhancing student satisfaction in interprofessional settings.