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Harnessing Problem-Based Learning to Strengthen Interprofessional Education: Addressing Health Disparities and
Andrew Porter1, Ashley Falcon, Yui Matsuda
1About the Authors Andrew Porter, PhD, is an associate professor of clinical, University of Miami, School of Nursing and Health Studies, Coral Gables, Florida. Ashley Falcon, PhD, MPH, is an associate professor of clinical, University of Miami School of Nursing and Health Studies, Coral Gables, Florida. Yui Matsuda, PhD, MPH, RN, FAAN, is a professor of clinical, University of Miami School of Nursing and Health Studies, Coral Gables, Florida. Cynthia Foronda, PhD, RN, CNE, CHSE, ANEF, FAAN, is a professor of clinical, University of Miami, School of Nursing and Health Studies, Coral Gables, Florida. Beck Graefe, PhD, MSEd, is an assistant professor, Nova Southeastern University, College of Psychology, Fort Lauderdale, Florida. For more information, contact Dr. Porter at a.porter@miami.edu .
None:
This study evaluates the impact of problem-based learning (PBL) in strengthening interprofessional education to address health disparities. Forty-seven nursing and public health students participated in a course using PBL to tackle complex issues such as race, poverty, and sexual orientation. Pre- and post-surveys assessed communication, critical thinking, and teamwork skills. Results showed significant improvements across all domains, with the greatest gains in communication proficiency and critical thinking. The findings suggest that PBL is an effective pedagogical tool for preparing health professionals to engage in difficult conversations and collaborate to address systemic health disparities.
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