Unlocking public health competencies: the dose–response effect of problem-based learning on undergraduate student outcomes
Findings demonstrate that PBL effectively enhances several competencies critical to public health practice among undergraduate students. The novel discovery of a dose-response relationship suggests that increased exposure to PBL may lead to cumulative improvements in competencies. These results support the integration of multiple PBL courses in undergraduate public health curricula.
Authors
- Yui Matsuda (ORCID: https://orcid.org/0000-0003-4936-1504)
- Ashley Falcon (ORCID: https://orcid.org/0000-0001-5936-5176)
- Padideh Lovan (ORCID: https://orcid.org/0000-0002-6528-7407)
- Beck Graefe (ORCID: https://orcid.org/0000-0002-9953-3573)
- Andrew Porter (ORCID: https://orcid.org/0000-0001-8315-7932)
- Cynthia Foronda (ORCID: https://orcid.org/0000-0002-8641-9456)
Institutions
- University of Miami (US)
Publication Details
- Journal
- Frontiers in Public Health
- Published
- 2025-05-08
- DOI
- https://doi.org/10.3389/fpubh.2025.1560098
- Citations
- 2
- Primary Topic
- Problem and Project Based Learning
- Type
- article
- Field-Weighted Citation Impact
- 17.85