The Experience of Project-Based Learning Among First-Year Health Sciences Students in Morocco

Project-based learning (PBL) has emerged as a promising pedagogy for healthcare education. This study explored the implementation of PBL in undergraduate nursing and health sciences programs, focusing on the psychology and sociology of health courses.

PBL methodology was employed within the course, incorporating both face-to-face and asynchronous online sessions facilitated by Moodle® (Moodle Pty Ltd, Barcelona, Spain). Following the PBL activities, a postquestionnaire was used to assess student learning outcomes.

The study found that the PBL approach, centered on group projects, fostered the development of essential teamwork, communication, and critical thinking skills required by future healthcare professionals. Additionally, PBL contributes to a dynamic and engaging learning environment, enhancing students' understanding and hard skills while simultaneously developing soft, self-, and life skills crucial for navigating the complexities of nursing practice.

These findings suggest that PBL offers a valuable approach for preparing future healthcare professionals by equipping them with both technical knowledge and essential workplace skills.