Harnessing Problem-Based Learning to Strengthen Interprofessional Education: Addressing Health Disparities and...

Area of Science:

• Health Professions Education
• Public Health
• Interprofessional Education

Background:

• Health disparities persist due to complex social determinants like race and poverty.
• Effective interprofessional education is crucial for addressing systemic health inequities.
• Traditional pedagogical methods may not adequately prepare health professionals for sensitive, complex patient interactions.

Purpose of the Study:

• To evaluate the impact of problem-based learning (PBL) on interprofessional education.
• To assess the development of communication, critical thinking, and teamwork skills among health students.
• To determine PBL's effectiveness in preparing students to address health disparities.

Main Methods:

• A course utilizing problem-based learning (PBL) was implemented for 47 nursing and public health students.
• Students engaged with complex issues including race, poverty, and sexual orientation.
• Pre- and post-course surveys measured changes in communication, critical thinking, and teamwork.

Main Results:

• Significant improvements were observed in communication, critical thinking, and teamwork skills.
• The most substantial gains were noted in communication proficiency and critical thinking abilities.
• PBL fostered enhanced skills for discussing sensitive topics and collaborating on health disparities.

Conclusions:

• Problem-based learning is an effective pedagogical strategy for interprofessional health education.
• PBL enhances students' capacity to navigate difficult conversations related to social determinants of health.
• This approach better equips future health professionals to collaboratively address systemic health disparities.