Problem-Based Learning Collaborative problem-solving has been described as “an important 21st-century skill that is increasingly recognized as being criti- cal to eciency, eectiveness, and innovation in the modern global economy” (Graesser et al., 2018). PBL allows students to work on case studies either in groups or individually. The idea is to identify problems and propose solutions (Amin et al., 2020). This practice is beneficial for public health students because they can engage with global practices to find solutions. There is no right or wrong answer; the aim is to find reasonable and sensible solutions to the given problem (Febriasari & Supriatna, 2017). Research advocates for PBL as a tool to develop the skill of applying knowledge and independent learning to find strategies in an eective manner over traditional learn- ing methods (Febriasari & Supriatna, 2017). PBL has been described as “significantly more eective” than lecture-based teaching for the development of trained environmental health practitioners who are competent and skilled (Ströbel & van Barneveld, 2009). A study conducted among environmental health undergraduate students in Chicago, Illinois, reported that students enjoyed learn- ing via a problem-based approach. The stu- dents reported that PBL was initially unfa- miliar because they had been predominantly exposed to a lecture-based approach. The new learning style allowed them independence in their learning and to practice their knowl- edge, while providing them with a sense of empowerment (Akinmoladun, 2008). Community-Based Learning CBL is a pedagogical strategy in which the community is a partner in the learning pro- cess (Wood, 2017) and allows students to develop a sense of connection with their communities. Melaville et al. (2006) state that there is often a disconnect between class- room learning and the real world, and that students often do not reach their full poten- tial when only one form of teaching is oered in the classroom. The authors further empha- size the need for CBL as a method to engage and motivate students. Moreover, CBL builds relationships between the learning organization and local communi- ties. This method provides an opportunity for the student to invest time and eort because
to participate and contribute to society (Melaville et al., 2006). Initially, PBL was introduced into higher education because medical students found it challenging to integrate knowledge into clinical prac- tice (Savin-Baden & Major, 2004). Prob- lem-solving using real-world situations is viewed as a better teaching and learning technique than the traditional lecture-based model because PBL emphasizes developing skills in an interactive way while engaging the student (Diana et al., 2016). Moreover, Fischer et al. (2007) state that the tradi- tional model of education is not appropriate if students are to learn how to find solutions for urgent and complex societal problems. These solutions require multidisciplinary engagement using an exploratory approach. Further, CBL provides the means to achieve these outcomes (Rau et al., 2022). This way of engaging with issues is a skill that could benefit students in the environmental health field—and thus instructors should teach these approaches and allow students to practice them. Environmental health can be described as the field of public health that considers how chemical, biological, social, and psychoso- cial factors in the environment aect human health. The aim is to promote human health and well-being by preventing and controlling environmental hazards through the imple- mentation of environmental strategies. It is a field with contributions from a range of disci- plines, such as urban planning, epidemiology, law, ethics, occupational health and safety, and food safety. Frumkin (2016) described it as “environmental health thinking takes a systems approach, embracing complexity and focusing on ‘upstream’ factors as well as on ‘downstream’ health impacts.” The Mangosuthu University of Technol- ogy (2024) in Umlazi, South Africa, states that environmental health students should be trained to evaluate the eectiveness and eciency of control measures and to identify areas for improvement. Academia is tasked with teaching students to interpret and apply relevant environmental health legislation, regulations, and policies. All these areas require students to eectively communicate within a multidisciplinary team and with the community, as well as apply their training to oer public health services within the scope of environmental health.
they view their learning engagement as mean- ingful and purposeful (Karasik, 2020). The theoretical foundation of CBL suggests that knowledge is created and guided by social interactions (Held et al., 2019). Memory is influenced by experience and practice, and motivation to learn is influenced by one’s per- ceived abilities and importance, along with the achievability of the learning goal. For intentional learning to occur, the main factors that aect students—community, school, and home—must be connected through education (Melaville et al., 2006). Methods A qualitative exploratory approach was used for this study. Descriptive data collection was the most appropriate method based on the study objectives. The aim was to understand the experiences of third- and fourth-year envi- ronmental health students. The third-year class was exposed to an assessment designed using a PBL approach, and the fourth-year class was exposed to an assessment using a CBL approach. Both assessments were incor- porated into prerequisite modules 1 and 2 of the Environmental Health Management and Administration course. For the PBL approach, students were placed into groups of three and given a theo- retical scenario that simulated a real-world community environmental health problem. Students were given a guideline for how to do the assignment and write the report. The assignment aimed to expose students to a PBL task of developing crucial problem-solv- ing and analytical skills relevant to the envi- ronmental health profession. The CBL assignment allowed the students a level of autonomy appropriate for students in their final year of study. The assignment allowed students the freedom to select their own group members and determine the com- munity they would work with. Groups were given a guideline for how to do the assign- ment and write the report. Periodic progress updates were requested from all groups. Ethical clearance was received from the institution before the start of the study. Research Site The study involved environmental health students at a university. The program oers a 4-year bachelor of health sciences degree,
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May 2025 • Journal of Environmental Health
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