Skip to main content
Elsevier - PMC COVID-19 Collection logoLink to Elsevier - PMC COVID-19 Collection
. 2008 Oct 1;24(3):S39–S45. doi: 10.1016/S1607-551X(08)70093-7

Using Problem-based Learning for Pandemic Preparedness

Carrie S Marshall a, Seiji Yamada a,*, Megan K Inada b
PMCID: PMC7129008  PMID: 18364286

Abstract

To test the hypothesis that PBL is an effective method for preparing multidisciplinary learner groups at community health centers (CHCs) for pandemics, quantitative and qualitative methods were utilized to evaluate the conduct of a PBL case of a hypothetical outbreak of severe acute respiratory syndrome (SARS) at two CHCs in Hawaii, with multidisciplinary health professional and student participants. It was found that: (1) there was an overall increase in knowledge of bioevent preparedness; (2) participants gave high ratings for the effectiveness of the PBL process; (3) participants found value in the multidisciplinary group process; and (4) participants strongly agreed that they preferred the PBL process to the traditional lecture format for learning about bioevent preparedness. The PBL approach is useful in educating community-based health professionals from different disciplines about issues related to pandemic preparedness.

Key Words: bioterrorism, disease outbreaks, interprofessional relations, problem-based learning

References

  • 1.Catlett C, Perl T, Jenckes M, et al. Training of Clinicians for Public Health Events Relevant to Bio-terrorism Preparedness. (Evidence Report/Technology Assessment No. 51 (Prepared by Johns Hopkins Evidence-based Practice Center under Contract No. 290–97–006). AHRQ Pub. No. 02–E011. Rockville, MD: Agency for Healthcare Research and Quality, January 2002.
  • 2.Markenson D, DiMaggio C, Redlener I. Preparing health professions students for terrorism, disaster, and public health emergencies: core competencies. Acad Med. 2005;80:517–525. doi: 10.1097/00001888-200506000-00002. [DOI] [PubMed] [Google Scholar]
  • 3.Ng AT. Cultural diversity in the integration of disaster mental health and public health: a case study in response to bio-terrorism. Int J Emerg Mental Health. 2005;7:23–31. [PubMed] [Google Scholar]
  • 4.Parsel G, Spalding R, Bligh J. Shared goals, shared learning: evaluation of a multiprofessional course for undergraduate students. Med Educ. 1998;32:304–311. doi: 10.1046/j.1365-2923.1998.00213.x. [DOI] [PubMed] [Google Scholar]
  • 5.World Health Organization. Learning Together to Work Together for Health: Report of a WHO Study Group on Multiprofessional Education of Health Personnel–The Team Approach. Technical Report Series Number 769. Geneva: WHO Publications, 1988. [PubMed]
  • 6.Hall P, Weaver L. Interdisciplinary education and teamwork: a long and winding road. Med Educ. 2001;35:867–875. doi: 10.1046/j.1365-2923.2001.00919.x. [DOI] [PubMed] [Google Scholar]
  • 7.Horsburgh M, Lamdin R, Williamson E. Multiprofessional learning: the attitudes of medical, nursing and pharmacy students to shared learning. Med Educ. 2001;35:876–883. doi: 10.1046/j.1365-2923.2001.00959.x. [DOI] [PubMed] [Google Scholar]
  • 8.Association of American Medical Colleges . Training Future Physicians About Weapons of Mass Destruction: Report of the Expert Panel on Bio-terrorism Education for Medical Students. AAMC; Washington DC: 2003. [Google Scholar]
  • 9.Reeves S. Community-based interprofessional education for medical, nursing and dental students. Health Soc Care Community. 2000;8:269–276. doi: 10.1046/j.1365-2524.2000.00251.x. [DOI] [PubMed] [Google Scholar]
  • 10.Pham K, Blumberg P. Case design to emphasize population health concepts in problem-based learning. Educ Health. 2000;13:77–86. doi: 10.1080/135762800110600. [DOI] [PubMed] [Google Scholar]

Articles from The Kaohsiung Journal of Medical Sciences are provided here courtesy of Elsevier

RESOURCES