Problem-Based Learning in Public Health Instruction: A Pilot Study of an Online Simulation as a Problem-Based Learning Approach

Abstract

Although increasingly used as a modality in medical education, ProblemBased Learning (PBL) remains somewhat overlooked in the training of public health students (Pham & Blumberg, 2000). This project involved a pilot test of a web-based community simulation as a PBL platform in an undergraduate health behavior course. Purpose: To develop and pilot test a web-based computer simulation as an implementation of problem-based learning in an undergraduate public health behavior course. Method: Using a web-based simulation platform, a virtual community was designed in which the effects of a mock infectious disease outbreak could be studied and various interventions could be tested. Upon completion of the semester course, 14 undergraduate public health education students completed a survey and participated in a focus group to determine issues related to the simulation. Research focused on whether the simulation was perceived as motivating and which aspects were found to be confusing, ineffective or unrealistic. Findings: Results of the study suggested that a PBL experience based on a community simulation may be effective in providing a motivating and interesting PBL tool for instructing undergraduate public health students. A majority of students agreed that the experience was more motivating and interesting than a more traditional assignment. Design recommendations include an emphasis on incorporating a rich multimedia background, realistic communication and project management tools and the capability for students to submit formatted documents. Further study of attitudinal differences and attainment of learning objectives is recommended between students participating in the simulation experience and those engaging in a traditional assignment.

Significant increase in factual knowledge with web-assisted problem-based learning as part of an undergraduate cardio-respiratory curriculum

“…A web-based learning management system (Clix ® , Information Multimedia Communication AG, Saarbrücken, Germany) was used in order to facilitate asynchronous group discussions and the exchange of documents as suggested by previous studies (Spinello and Fischbach 2004). The module was created according to criteria outlined by Hilty et al (2006) and Greenhalgh (2001).…”

Mapping content plans into learning activities: Organizing a portfolio of e-learning activities for teaching emergent knowledge

“…In some cases simulation is the first choice for teaching [25], appearing as the full implementation of the process of learning through problem solving [26,27]. The analysis of the problem embedded in the simulation, the gathering of information to solve the problem and the analysis of the response obtained with the actions taken to solve the problem, allow the acquisition of skills related with the reasoning of high-order competencies.…”

Simulation of physiological response to dynamic contents

“…Simulator questionnaire scores are used to obtain most of the physiological monitoring conducted. This goes to show that modeling of physiological reactions is most needed when trying to understand users needs to modelling techniques and also web applications [17].…”