ArticleKorean journal of medical education2025
Project-based learning in teaching health equity: a qualitative study.
Article in Korean journal of medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
purposeAddressing 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.
methodsThis 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.
resultsThree 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.
conclusionAlthough 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.
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