Implementation of problem-based learning modules in an introduction to public health course

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, specificall...

Celý popis

Uložené v:

Podrobná bibliografia
Vydané v:	Frontiers in public health Ročník 12; s. 1405227
Hlavní autori:	Matsuda, Yui, Falcon, Ashley, Porter, Andrew, Royer, Aaron, Mohnkern, Leah, Vergara, Diana, Valiente, Yesenia
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Switzerland Frontiers Media S.A 2024
Predmet:	active learning Communication Curriculum education Female Humans Male Problem-Based Learning public health Public Health - education students Surveys and Questionnaires undergraduate Universities problem-based learning students active learning education public health undergraduate
ISSN:	2296-2565, 2296-2565
On-line prístup:	Získať plný text
Tagy:	Pridať tag Žiadne tagy, Buďte prvý, kto otaguje tento záznam!

Abstract	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.
AbstractList	IntroductionWith 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.MethodsPBL 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.ResultsResults 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.DiscussionThe 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. 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.IntroductionWith 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.MethodsPBL 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.ResultsResults 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.DiscussionThe 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. 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.
Author	Vergara, Diana Valiente, Yesenia Mohnkern, Leah Falcon, Ashley Matsuda, Yui Porter, Andrew Royer, Aaron
Author_xml	– sequence: 1 givenname: Yui surname: Matsuda fullname: Matsuda, Yui – sequence: 2 givenname: Ashley surname: Falcon fullname: Falcon, Ashley – sequence: 3 givenname: Andrew surname: Porter fullname: Porter, Andrew – sequence: 4 givenname: Aaron surname: Royer fullname: Royer, Aaron – sequence: 5 givenname: Leah surname: Mohnkern fullname: Mohnkern, Leah – sequence: 6 givenname: Diana surname: Vergara fullname: Vergara, Diana – sequence: 7 givenname: Yesenia surname: Valiente fullname: Valiente, Yesenia
BackLink	https://www.ncbi.nlm.nih.gov/pubmed/39005993$$D View this record in MEDLINE/PubMed
BookMark	eNp9UU1v1DAUtFBRW9r-AQ4oRy5Znj9jH1FFYaVKXNoTB8uxX7qunHixkwP_nnR3ixAHLs9Po5l51sw7cjblCQl5T2HDuTafhv3S7zYMmNhQAZKx7g25ZMyolkklz_7aL8hNrc8AQIELYPScXHADII3hl-THdtwnHHGa3Rzz1OSh2Zfcr1Dbu4qhSejKFKenZsxhSVibODVuWudcVsAfRHNu1t-k6JsdujTvGp-XUvGavB1cqnhzeq_I492Xh9tv7f33r9vbz_etF5TPrVcAQ4dchZ57Jbz2misvZadUCNQgl96j6hxQLXhQGITQokcDvaSD0opfke3RN2T3bPcljq78stlFewByebKuzNEntLw3XCvWddqACMYYpEo4hEEzaqRnq9fHo9eaws8F62zHWD2m5CbMS7UcNCguu46v1A8n6tKPGP4cfg13JegjwZdca8HB-niMeS4uJkvBvlRpD1XalyrtqcpVyv6Rvrr_R_QbLBihlw
CitedBy_id	crossref_primary_10_3389_fpubh_2025_1560098 crossref_primary_10_25005_2074_0581_2025_27_2_317_326
Cites_doi	10.1080/09620210200200084 10.1080/14703297.2014.904241 10.24908/pceea.vi0.14132 10.53761/1.11.3.3 10.1002/j.2168-9830.2004.tb00809.x 10.1007/978-94-007-2515-7_1 10.1111/nhs.12048 10.1016/j.ijer.2020.101586 10.19030/tlc.v14i1.9957 10.1186/s12909-019-1575-1 10.18820/2519593X/pie.v36i1.4 10.18844/cjes.v11i4.1296 10.1002/9781119173243 10.1016/j.hpe.2015.11.010 10.1016/j.cca.2020.08.037 10.18203/2394-6040.ijcmph20174240 10.4324/9781003447313 10.52547/jccs.2.1.21 10.3389/fpsyg.2021.713057 10.2105/AJPH.2014.302416 10.3389/fpsyg.2018.01086 10.1186/s12909-023-04767-3
ContentType	Journal Article
Copyright	Copyright © 2024 Matsuda, Falcon, Porter, Royer, Mohnkern, Vergara and Valiente.
Copyright_xml	– notice: Copyright © 2024 Matsuda, Falcon, Porter, Royer, Mohnkern, Vergara and Valiente.
DBID	AAYXX CITATION CGR CUY CVF ECM EIF NPM 7X8 DOA
DOI	10.3389/fpubh.2024.1405227
DatabaseName	CrossRef Medline MEDLINE MEDLINE (Ovid) MEDLINE MEDLINE PubMed MEDLINE - Academic DOAJ Directory of Open Access Journals
DatabaseTitle	CrossRef MEDLINE Medline Complete MEDLINE with Full Text PubMed MEDLINE (Ovid) MEDLINE - Academic
DatabaseTitleList	MEDLINE - Academic MEDLINE
Database_xml	– sequence: 1 dbid: DOA name: DOAJ Directory of Open Access Journals url: https://www.doaj.org/ sourceTypes: Open Website – sequence: 2 dbid: NPM name: PubMed url: http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed sourceTypes: Index Database – sequence: 3 dbid: 7X8 name: MEDLINE - Academic url: https://search.proquest.com/medline sourceTypes: Aggregation Database
DeliveryMethod	fulltext_linktorsrc
Discipline	Public Health Education
EISSN	2296-2565
ExternalDocumentID	oai_doaj_org_article_3b93862778904d999e164ae0f82195c2 39005993 10_3389_fpubh_2024_1405227
Genre	Journal Article
GroupedDBID	53G 5VS 9T4 AAFWJ AAYXX ACGFO ACGFS ADBBV ADRAZ AFPKN ALMA_UNASSIGNED_HOLDINGS AOIJS BAWUL BCNDV CITATION DIK EMOBN GROUPED_DOAJ GX1 HYE KQ8 M48 M~E OK1 RNS RPM 2XV ACXDI CGR CUY CVF ECM EIF IAO IEA IHR IHW IOV IPNFZ NPM PGMZT RIG 7X8
ID	FETCH-LOGICAL-c413t-c600f7e36db3c64c8c836c55766dd19e35cce67a01843d6ed4484be90b51f6863
IEDL.DBID	DOA
ISICitedReferencesCount	2
ISICitedReferencesURI	http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=001271325900001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
ISSN	2296-2565
IngestDate	Fri Oct 03 12:15:32 EDT 2025 Thu Oct 02 04:07:03 EDT 2025 Thu Jan 02 22:29:45 EST 2025 Sat Nov 29 04:16:52 EST 2025 Tue Nov 18 22:20:27 EST 2025
IsDoiOpenAccess	true
IsOpenAccess	true
IsPeerReviewed	true
IsScholarly	true
Keywords	problem-based learning students active learning education public health undergraduate
Language	English
License	Copyright © 2024 Matsuda, Falcon, Porter, Royer, Mohnkern, Vergara and Valiente.
LinkModel	DirectLink
MergedId	FETCHMERGED-LOGICAL-c413t-c600f7e36db3c64c8c836c55766dd19e35cce67a01843d6ed4484be90b51f6863
Notes	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
OpenAccessLink	https://doaj.org/article/3b93862778904d999e164ae0f82195c2
PMID	39005993
PQID	3080635773
PQPubID	23479
ParticipantIDs	doaj_primary_oai_doaj_org_article_3b93862778904d999e164ae0f82195c2 proquest_miscellaneous_3080635773 pubmed_primary_39005993 crossref_citationtrail_10_3389_fpubh_2024_1405227 crossref_primary_10_3389_fpubh_2024_1405227
PublicationCentury	2000
PublicationDate	2024-00-00
PublicationDateYYYYMMDD	2024-01-01
PublicationDate_xml	– year: 2024 text: 2024-00-00
PublicationDecade	2020
PublicationPlace	Switzerland
PublicationPlace_xml	– name: Switzerland
PublicationTitle	Frontiers in public health
PublicationTitleAlternate	Front Public Health
PublicationYear	2024
Publisher	Frontiers Media S.A
Publisher_xml	– name: Frontiers Media S.A
References	Scholz (ref27) 2018 Salari (ref16) 2021; 2 Schmidt (ref1) 2015; 1 Vaismoradi (ref14) 2013; 15 Amerstorfer (ref19) 2021; 12 Leon (ref12) 2015; 105 Lam (ref18) 2020 Ceker (ref4) 2016; 11 Skelton (ref25) 2002; 12 Hmelo-Silver (ref5) 2012 Brame (ref2) 2016 Jiménez-Mejías (ref6) 2015; 52 McGuire (ref20) 2023 Reddy (ref9) 2018; 36 Shimizu (ref22) 2019; 19 Li (ref7) 2020; 510 De Jong (ref11) 2014; 11 Koenig (ref24) 2018; 9 Stephen (ref23) 2005 Creswell (ref15) 2017 Bai (ref26) 2023; 23 Guo (ref10) 2020; 102 Mandeville (ref17) 2017; 14 Joshi (ref8) 2017; 4 (ref13) 2024 Moallem (ref21) 2019 Prince (ref3) 2004; 93
References_xml	– volume: 12 start-page: 77 year: 2002 ident: ref25 article-title: The “feminisation of schooling” or “re-masculinising” primary education?[1] publication-title: Int Stud Soc Educ doi: 10.1080/09620210200200084 – volume: 52 start-page: 510 year: 2015 ident: ref6 article-title: Medical students’ satisfaction and academic performance with problem-based learning in practice-based exercises for epidemiology and health demographics publication-title: Innov Educ Teach Intl doi: 10.1080/14703297.2014.904241 – year: 2018 ident: ref27 article-title: Problem-based learning: a White Paper & Primer – year: 2020 ident: ref18 article-title: Semi-structured design and problem-based experiential learning in a first year biomedical Engineering Laboratory course doi: 10.24908/pceea.vi0.14132 – volume: 11 start-page: 19 year: 2014 ident: ref11 article-title: The development of innovative online problem-based learning: a leadership course for leaders in European public health publication-title: J Univ Teach Learn doi: 10.53761/1.11.3.3 – start-page: 308 year: 2005 ident: ref23 article-title: Discussion as a way of teaching: tools and techniques for democratic classrooms – volume: 93 start-page: 223 year: 2004 ident: ref3 article-title: Does active learning work? A review of the research publication-title: J Eng Educ doi: 10.1002/j.2168-9830.2004.tb00809.x – start-page: 3 volume-title: Problem-Based Learning in Clinical Education: The Next Generation year: 2012 ident: ref5 article-title: Learning theories and problem-based learning doi: 10.1007/978-94-007-2515-7_1 – volume: 15 start-page: 398 year: 2013 ident: ref14 article-title: Content analysis and thematic analysis: implications for conducting a qualitative descriptive study publication-title: Nurs Health Sci doi: 10.1111/nhs.12048 – volume: 102 start-page: 101586 year: 2020 ident: ref10 article-title: A review of project-based learning in higher education: student outcomes and measures publication-title: Int J Educ Res doi: 10.1016/j.ijer.2020.101586 – volume: 14 start-page: 1 year: 2017 ident: ref17 article-title: The effect of problem based learning on undergraduate Oral communication competency publication-title: J Coll Teach Learn doi: 10.19030/tlc.v14i1.9957 – volume: 19 start-page: 1 year: 2019 ident: ref22 article-title: Does blended problem-based learning make Asian medical students active learners?: a prospective comparative study publication-title: BMC Med Educ doi: 10.1186/s12909-019-1575-1 – volume: 36 start-page: 44 year: 2018 ident: ref9 article-title: Research methods for undergraduate delivery: evaluation of problem-based learning publication-title: Perspect Educ doi: 10.18820/2519593X/pie.v36i1.4 – volume: 11 start-page: 195 year: 2016 ident: ref4 article-title: Features and characteristics of problem based learning publication-title: Cypriot J Educ Sci doi: 10.18844/cjes.v11i4.1296 – year: 2016 ident: ref2 article-title: Active learning \| Center for Teaching \| Vanderbilt University – volume-title: The Wiley handbook of problem-based learning year: 2019 ident: ref21 doi: 10.1002/9781119173243 – volume: 1 start-page: 12 year: 2015 ident: ref1 article-title: On the use and misuse of lectures in higher education publication-title: Health Prof Educ doi: 10.1016/j.hpe.2015.11.010 – volume: 510 start-page: 681 year: 2020 ident: ref7 article-title: Development, application, and evaluation of a problem-based learning method in clinical laboratory education publication-title: Clin Chim Acta doi: 10.1016/j.cca.2020.08.037 – volume: 4 start-page: 3727 year: 2017 ident: ref8 article-title: Is problem based learning a better teaching tool as compared to didactic lectures for the undergraduate students? publication-title: Int J Commun Med Public Health doi: 10.18203/2394-6040.ijcmph20174240 – volume-title: Teach Students How to Learn year: 2023 ident: ref20 article-title: Teach students how to learn: strategies you can incorporate into any course to improve student metacognition, study skills, and motivation doi: 10.4324/9781003447313 – volume: 2 start-page: 21 year: 2021 ident: ref16 article-title: Effect of problem-based learning on communication skills of undergraduate nursing students publication-title: J Clin Care Skills doi: 10.52547/jccs.2.1.21 – volume: 12 start-page: 713057 year: 2021 ident: ref19 article-title: Student perceptions of academic engagement and student-teacher relationships in problem-based learning publication-title: Front Psychol doi: 10.3389/fpsyg.2021.713057 – volume: 105 start-page: S92 year: 2015 ident: ref12 article-title: A case-based, problem-based learning approach to prepare master of public health candidates for the complexities of global health publication-title: Am J Public Health doi: 10.2105/AJPH.2014.302416 – volume: 9 start-page: 381468 year: 2018 ident: ref24 article-title: Comparing prescriptive and descriptive gender stereotypes about children, adults, and the elderly publication-title: Front Psychol doi: 10.3389/fpsyg.2018.01086 – volume-title: Third edition: Designing and conducting mixed methods research approach year: 2017 ident: ref15 – volume: 23 start-page: 912 year: 2023 ident: ref26 article-title: An acceptability study of the introduction of total online or partial online PBL in a large classroom setting in biochemistry publication-title: BMC Med Educ doi: 10.1186/s12909-023-04767-3 – year: 2024 ident: ref13 article-title: Anthology evaluate - course feedback to improve teaching and learning
SSID	ssj0001034021
Score	2.257033
Snippet	With traditional lecture-based learning methods often criticized for their limited ability to foster critical thinking and cognitive engagement, problem-based... IntroductionWith traditional lecture-based learning methods often criticized for their limited ability to foster critical thinking and cognitive engagement,...
SourceID	doaj proquest pubmed crossref
SourceType	Open Website Aggregation Database Index Database Enrichment Source
StartPage	1405227
SubjectTerms	active learning Communication Curriculum education Female Humans Male Problem-Based Learning public health Public Health - education students Surveys and Questionnaires undergraduate Universities
Title	Implementation of problem-based learning modules in an introduction to public health course
URI	https://www.ncbi.nlm.nih.gov/pubmed/39005993 https://www.proquest.com/docview/3080635773 https://doaj.org/article/3b93862778904d999e164ae0f82195c2
Volume	12
WOSCitedRecordID	wos001271325900001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
hasFullText	1
inHoldings	1
isFullTextHit
isPrint
journalDatabaseRights	– providerCode: PRVAON databaseName: DOAJ Directory of Open Access Journals customDbUrl: eissn: 2296-2565 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0001034021 issn: 2296-2565 databaseCode: DOA dateStart: 20130101 isFulltext: true titleUrlDefault: https://www.doaj.org/ providerName: Directory of Open Access Journals – providerCode: PRVHPJ databaseName: ROAD: Directory of Open Access Scholarly Resources customDbUrl: eissn: 2296-2565 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0001034021 issn: 2296-2565 databaseCode: M~E dateStart: 20130101 isFulltext: true titleUrlDefault: https://road.issn.org providerName: ISSN International Centre
link	http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV1NT9wwEB0B4oCEqkILLG2RkXqrok3W8UeObbWIC4hDK63EwUpsByFBgtgsx_52ZmzvajkAl15yiGzFGY_tN7bnPYDvGG1JJRuRTVrpstK1IqsbqzOhal3UqlZ8EsUm1OWlns2qqzWpL7oTFumBo-HGvKk4om5FCZulQzjjEeDXPm81jjVhw-ybq2otmAq7KznHwKiIWTIYhVVjSreiw4dJiZNDjqhDvViJAmH_6ygzrDZnH-FDgonsZ2zeHmz4bp8UltNtjH3YjfttLKYRfYLrQPN7nzKJOta3LGnFZLRQOZbkIW7Yfe8Wd37ObjtWd_gcIucrVRp6FmmvWUyPZLanOx6f4e_Z9M_v8ywJJ2QW16Qhs4hiWuW5dA23srTaai6twNBCOldUngtrvVR1TmIvTnqHMVrZ-CpvRNFKLfkBbHV954-ACe4dghDuSoehl_NaCM0Lr7Co8LoqRlAsjWhsYhUncYs7g9EFGd4EwxsyvEmGH8GPVZ2HyKnxZulf1DerksSHHV6gl5jkJeY9LxnB6bJnDY4fOhSpO98v5oYjZCZOPsVHcBi7fPUpXgX6Gn78P5rwBXbot-L2zVfYGh4X_hts26fhdv54Aptqpk-CE-Pz4t_0GWaL8n0
linkProvider	Directory of Open Access Journals
openUrl	ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Implementation+of+problem-based+learning+modules+in+an+introduction+to+public+health+course&rft.jtitle=Frontiers+in+public+health&rft.au=Yui+Matsuda&rft.au=Ashley+Falcon&rft.au=Andrew+Porter&rft.au=Aaron+Royer&rft.date=2024&rft.pub=Frontiers+Media+S.A&rft.eissn=2296-2565&rft.volume=12&rft_id=info:doi/10.3389%2Ffpubh.2024.1405227&rft.externalDBID=DOA&rft.externalDocID=oai_doaj_org_article_3b93862778904d999e164ae0f82195c2
thumbnail_l	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=2296-2565&client=summon
thumbnail_m	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=2296-2565&client=summon
thumbnail_s	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=2296-2565&client=summon