ADVANCEMENT OF THE PRACTICE
although only students in their third and fourth year were involved in this study. A purposive sampling technique was used, as there was an identified cohort of participants required for the study (Creswell, 2021). The aim of this study was to explore the experiences of stu- dents regarding a specific phenomenon that the two groups of students were exposed to. Participants Only third- and fourth-year students enrolled in the environmental health program were invited to participate in this study. In total, 38 third-year and 32 fourth-year students par- ticipated. Participants were informed about the study during the lecture prior to the com- mencement of the PBL or CBL initiative. After the completion of the learning initiatives, stu- dents were invited via an email to participate in a focus group. The details of the focus group were shared with students who responded to the email, and informed consent was obtained before the focus groups met. Focus group 1 consisted of 6 third-year students and focus group 2 consisted of 10 fourth-year students. The focus groups were held separately to avoid influence or con- fusion. Participants were given identifiers (e.g., P1, P2) for ease of reference during the discussion. Focus Groups The focus groups took place in the boardroom of an academic department at the university. Students were invited to attend on a day that was most convenient for them. The focus group was guided using questions to assess student experience regarding the learning technique they were assigned to. General ques- tions reviewed the overall teaching and assess- ment methods experienced during the aca- demic period, followed by specific questions pertaining to the technique being evaluated. The session concluded with allowing students the opportunity to share any recommenda- tions for improvement in teaching and learn- ing approaches. Focus group 1 lasted 45 min and focus group 2 was 1 hr; both sessions were recorded and transcribed by the researcher. Data Analysis Students were assigned random identifiers that were pre-marked at each seat to ensure anonymity in the transcription of the focus group discussion. Transcripts were analyzed
by highlighting themes to the research ques- tions and were peer-checked for accuracy. Using the transcriptions, the researcher examined the data set and categorized the findings using Creswell’s 6 steps of qualita- tive data analysis. The 6-step flow analy- sis was used by initially transcribing audio recordings; generating categories, themes, and subthemes to identify important issues; and establishing trustworthiness (Lincoln & Guba, 1985; Miles & Huberman, 1994).
lytical skills, and communication were all mentioned by students. They cited having learned or developed these skills via engag- ing with the PBL approach. • You are able to evaluate and analyze a situ- ation and actually use your past knowledge on how to address the situation. I felt like it was a lot more practical, and I personally work well with practical learning. (P6) Students were also able to identify inher- ent skills that they were not aware they pos- sessed. This realization developed a sense of confidence in participants, even for students in their third year of study. • There are certain skills that I didn’t have. Like I can now figure out I do have this skill, and I can work with it. (P3) Using real-world issues to encourage stu- dents to think about environmental health problems holistically is crucial. Students must think beyond the conditioned cause- and-eect route and delve into applying research skills to fully evaluate a problem from all angles. • I also learned research skills—when you have a problem you could research or search for other relevant issues or factors that could influence that problem, so I personally also developed research skills of finding [the] association between those things. (P1) The PBL approach allows for the formation and practice of using such skills. Students applied practical and analytical thinking skills in tackling the problem that was pre- sented to their group. Two students (P2 and P3) mentioned feelings of enhanced creativ- ity and ownership of the work. • Usually, they tell us the theory, but we don’t know much about how to do things practi- cally, so during this assessment, we were able to do things practically, to observe and give solutions to that problem. (P4) • When learning something from notes, it gives you one example or two that I can get a reflection of but with that approach (problem-based), you are able to actu- ally take the work and make it practical. Especially when working out in the field, you never know what problems you will encounter. It helps us to identify this is something that could happen, this is how I can deal with it. (P6) The PBL approach encourages students to use a plethora of skills designed to prepare
Results
Problem-Based Approach Students were asked about the most common methods of teaching and assessment they were exposed to during the prior 3 years. Lecture- based approaches were mentioned by the majority of students, with students also report- ing they had to do self-directed learning (e.g., use textbooks from the library, read articles, conduct their own research) to supplement lecturer-directed content. Practical exposure and community engagement were also men- tioned, but not as common approaches. Group work and individual learning were generally used as assessment methods; however, stu- dents had diering views regarding the eec- tiveness of group work. • I generally don’t like group work because, personally, I feel like I get things done the way I like it. It’s a thing of someone not cooperating. (P6) • The assignment that they usually give to us is group work. Group work is good and bad because if other students are not will- ing to cooperate, I feel like it’s on me to do everything. I can say it’s good because you get the ability or skill of collaborating with other people. (P3) Theme 1: Gaining Environmental Health Skills Students enjoyed the PBL experience and were able to identify the development of environmental health-specific skills from the approach. Many students acknowledged that these skills are fundamental, particu- larly in the field of environmental health. PBL allowed them the opportunity to view themselves as environmental health practi- tioners (EHPs) through understanding com- munity environmental health problems and systematically finding ways to address them. Problem-solving skills, practical skills, ana-
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Volume 87 • Number 9
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