Implementation of problem-based learning modules in an introduction to public health course

Area of Science:

• Educational Psychology
• Public Health Pedagogy

Background:

• Traditional lecture-based learning often falls short in developing critical thinking and cognitive engagement.
• Problem-based learning (PBL) presents a promising alternative for enhancing student learning outcomes.

Purpose of the Study:

• To investigate the impact of PBL on higher-order thinking skills, communication, growth mindset, and metacognitive abilities in undergraduate public health students.
• To evaluate the effectiveness of PBL as an innovative teaching method in public health education.

Main Methods:

• A convergent mixed-methods approach was employed in an undergraduate public health course.
• Quantitative data from surveys were analyzed using Repeated Measures ANOVA.
• Qualitative data from open-ended questions underwent thematic analysis.

Main Results:

• Significant improvements were observed in student communication skills, growth mindset, and metacognitive abilities.
• Thematic analysis revealed enhanced team collaboration, active problem-solving engagement, and increased comfort with complex real-world issues.
• Qualitative findings corroborated quantitative improvements, offering deeper insights into student experiences.

Conclusions:

• PBL is an effective pedagogical approach for enhancing key student competencies in public health education.
• Implementing PBL requires institutional support, including faculty development, resource allocation, and curriculum design.
• Findings support the broader adoption of innovative teaching methods like PBL in higher education.