Incorporating problem-based learning exercises into an environmental health curriculum.

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Incorporating problem-based learning exercises into an environmental health curriculum.

Introduction

Problem-based-learning (PBL) techniques have become increasingly popular in many health-related fields (Albanese, 2001; McGrath, 2002; Gofin, 2002; Green, van Gyn, Moehir, Lau, & Coward, 2003; Kanter, 1998; Mok, Lee, & Wong, 2002; Stromso, Grottum, & Licke, 2004) and are particularly important in training environmental health professionals (Nieboer, 2002). PBL is premised on the self-directed acquisition of knowledge in a setting that requires the learner to restructure information in a realistic context. Students are then asked to elaborate on this new knowledge through interactions with peers (by teaching or discussion) (Kilroy, 2004). The key characteristics of PBL, as described by Kanter (1998), are as follows:

(1) the primary learning activity is problem solving rather than memorization; (2) the student is an active rather than a passive participant; (3) the teacher functions as a facilitator rather than an instructor; (4) the environment is one of collaborative, group- centered learning rather than competitive, individual-centered learning; and (5) the problem is ill-structured rather than well- structured. (p. 391) Kanter's definition of an ill-structured problem involves two factors: 1) little information is initially presented (which increases t...

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