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Project-based learning in teaching health equity: a qualitative study.

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Project-based learning (PBL) enhances medical students' understanding of health equity. This approach fosters active, collaborative learning experiences, improving engagement with complex health disparities.

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Area of Science:

  • Medical Education
  • Health Equity Studies
  • Pedagogy in Healthcare

Background:

  • Traditional lecture formats in medical education are insufficient for deep engagement with health equity.
  • Innovative teaching methods are needed to improve students' understanding and application of health equity principles.
  • Project-based learning (PBL) offers a potential solution for enhancing medical students' learning experiences.

Purpose of the Study:

  • To examine the impact of a project-based learning (PBL) approach on medical students' learning experiences in health equity.
  • To assess how PBL influences students' understanding of health inequities and their role in addressing them.

Main Methods:

  • Qualitative phenomenology study utilizing an elective course on health equity.
  • Students engaged in group projects addressing community health inequities.
  • Data collected via reflective writing and analyzed using deductive thematic analysis.

Main Results:

  • Key learning experiences included active, role-modeling, collaborative, comprehensive, and affective learning.
  • Students developed a better understanding of health inequities and physicians' roles, particularly in Indonesia.
  • The course positively influenced students' outlook and beliefs regarding health equity.

Conclusions:

  • Project-based learning (PBL) effectively enhances students' capacity to understand and address health inequities.
  • PBL promotes deeper engagement and a more comprehensive learning experience in medical education.
  • This pedagogical approach is valuable for cultivating future physicians' commitment to health equity.