Project-based learning in teaching health equity: a qualitative study.

Korean journal of medical education Pub Date : 2025-06-01 Epub Date: 2025-05-29 DOI:10.3946/kjme.2025.329
Natalia Puspadewi, Elisabeth Rukmini, Gisella Anastasia, Christopher David Kurniawan, Gracia Amanta
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引用次数: 0

Abstract

Purpose: Addressing health inequities is an integral part of contemporary medical education (ME), yet traditional lecture-based formats often fail to develop students' deeper understanding and engagement. This study examined how a project-based learning (PjBL) approach influenced students' learning experiences related to health equity.

Methods: This was a qualitative phenomenology study. We designed an elective course on health equity using the PjBL approach and active learning methods. All participating students were asked to complete a group project aimed at addressing a specific health inequity issue from the surrounding community. Data were collected through reflective writing at the end of the course and analyzed using deductive thematic analysis. Twenty-seven codings were identified from 259 meaningful quotes (interrater agreement 99.62%) and grouped into four categories: character, role, competence, and learning experience.

Results: Three major themes emerged from data analysis: (1) key learning experiences during the ME course (active learning, role-modeling, collaborative learning, comprehensive learning, and affective learning); (2) topics that facilitated students' understanding of health inequities and physicians' roles, particularly in addressing health inequities in Indonesia; and (3) the influence of the ME course on students' outlook and beliefs.

Conclusion: Although this study did not introduce a novel method of instruction, it underscores the value of PjBL in enhancing students' capacity to understand and tackle health inequities.

健康公平教学中的项目学习:质性研究。
目的:解决卫生不平等问题是当代医学教育(ME)的一个组成部分,但传统的以讲座为基础的形式往往不能培养学生更深入的理解和参与。本研究考察了基于项目的学习(PjBL)方法如何影响学生与健康公平相关的学习体验。方法:定性现象学研究。我们采用PjBL方法和主动学习方法设计了一门关于健康公平的选修课程。所有参与的学生都被要求完成一个小组项目,旨在解决来自周围社区的特定健康不平等问题。在课程结束时,通过反思性写作收集数据,并使用演绎主题分析进行分析。从259个有意义的引语中识别出27个编码(通错率99.62%),并将其分为四类:性格、角色、能力和学习经验。结果:通过数据分析得出了三个主要主题:(1)ME课程中的关键学习体验(主动学习、角色建模、协作学习、综合学习和情感学习);(2)促进学生理解卫生不平等和医生作用的主题,特别是在解决印度尼西亚的卫生不平等问题方面;(3) ME课程对学生世界观和信念的影响。结论:虽然本研究没有引入一种新的教学方法,但它强调了PjBL在提高学生理解和解决健康不平等问题的能力方面的价值。
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来源期刊
Korean journal of medical education
Korean journal of medical education Social Sciences-Education
CiteScore
3.20
自引率
0.00%
发文量
20
期刊介绍: The journal seeks to provide theoretical foundations, practical analysis, and up-to-date developments in health professional education: Curriculum development Teaching and learning Student assessment Educational evaluation Educational management and policy The journal welcomes high-quality papers on all levels of health professional education, including: Undergraduate education Postgraduate training Continuous professional development Interprofessional education.
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