Problem-based learning for inter-professional education: evidence from an inter-professional PBL module on palliative...

Area of Science:

• Health Professions Education
• Inter-professional Education
• Pedagogy

Background:

• Problem-based learning (PBL) offers a theoretical and pedagogical framework for inter-professional education (IPE).
• Palliative care education benefits from integrating PBL and IPE methodologies.
• Evidence from a palliative care inter-professional PBL (iPBL) module highlights the synergy of these approaches.

Purpose of the Study:

• To analyze the theoretical and pedagogical underpinnings of using PBL for IPE in undergraduate health sciences.
• To present empirical evidence from a palliative care iPBL module.
• To confirm the value of combining PBL and IPE in health science education.

Main Methods:

• Analysis of over 1000 student surveys collected over four years.
• Assessment of usefulness, enjoyment, and facilitator effectiveness.
• Retrospective self-assessment of palliative care knowledge and inter-professional knowledge.

Main Results:

• Statistically significant knowledge gains were observed in palliative care and inter-professional understanding.
• Students reported high mean scores for usefulness (4.37) and facilitator effectiveness (5.19).
• Enjoyment scores for the iPBL module were very high (5.25), though medical students reported lower knowledge gains.

Conclusions:

• PBL is a valuable method for delivering IPE in palliative care education.
• The study supports increased utilization of PBL in inter-professional cases within IPE programs.
• Further rigorous research into PBL for IPE is recommended.