School of Nursing and Health Studies, University of Miami, Coral Gables, FL, United States.
Platform for Excellence in Teaching and Learning, University of Miami, Coral Gables, FL, United States.
Front Public Health. 2024 Jun 28;12:1405227. doi: 10.3389/fpubh.2024.1405227. eCollection 2024.
With traditional lecture-based learning methods often criticized for their limited ability to foster critical thinking and cognitive engagement, problem-based learning (PBL) has emerged as a promising alternative. This research investigates the impact of PBL on student learning outcomes, specifically focusing on the development of higher-order thinking skills, communication, growth mindset, and metacognitive abilities.
PBL was implemented in an undergraduate public health course at a private university in the southeast US. The study was conducted in the Spring of 2022 using a convergent mixed-methods approach. Quantitative data were derived from university-wide Quality Enhancement Plan surveys and a course-specific PBL survey, which were analyzed using Repeated Measures ANOVA to assess changes in student perceptions over time. Additionally, qualitative data from open-ended survey questions were analyzed through thematic analysis, providing deeper insights into the students' experiences and perceptions of PBL.
Results indicated significant improvements in student communication skills, growth mindset, and metacognitive abilities across the semester. The thematic analysis of qualitative responses corroborated these findings, revealing enhanced team collaboration, active engagement in problem-solving, and increased comfort with complex real-world issues.
The findings contribute to the growing body of evidence supporting PBL and offer practical insights for implementing PBL in public health education. The study also highlights the need for institutional support in adopting innovative teaching methods like PBL, emphasizing faculty development, resource allocation, and curriculum design.
传统的基于讲座的学习方法因其培养批判性思维和认知参与能力有限而经常受到批评，而基于问题的学习 (PBL) 已成为一种有前途的替代方法。本研究调查了 PBL 对学生学习成果的影响，特别是针对高阶思维技能、沟通、成长型思维和元认知能力的发展。
PBL 在美国东南部的一所私立大学的本科公共卫生课程中实施。该研究于 2022 年春季采用收敛混合方法进行。定量数据来自大学范围的质量提升计划调查和特定课程的 PBL 调查，通过重复测量方差分析进行分析，以评估学生感知随时间的变化。此外，来自开放式调查问题的定性数据通过主题分析进行分析，深入了解学生对 PBL 的体验和看法。
结果表明，学生的沟通技巧、成长型思维和元认知能力在整个学期都有显著提高。定性回应的主题分析证实了这些发现，揭示了团队合作的增强、积极参与解决问题以及对复杂现实世界问题的舒适度的提高。
研究结果为支持 PBL 的越来越多的证据做出了贡献，并为公共卫生教育中实施 PBL 提供了实用的见解。该研究还强调了在采用 PBL 等创新教学方法时需要机构支持，强调教师发展、资源分配和课程设计。
