Problem-based Learning

The Drexel SPH curriculum utilizes Problem-Based Learning (PBL) methodologies to engage and instruct students in core public health concepts and practices. We chose the PBL model based on its success in other settings, and believe it is very responsive to recent Institute of Medicine recommendations on educating public health professionals. Since the inception of the Drexel SPH, we have continued to adapt and refine PBL to ensure that our students have a superior foundation of public health knowledge. This model fosters students’ ability to analyze learning issues embedded in the cases, identify areas for investigation, develop strategies for obtaining needed information, and succinctly & cogently summarizing their learning.

The PBL curriculum is comprised of 50 de novo case narratives developed primarily by SPH faculty, who serve as course facilitators by guiding students through select problems, helping them learn key concept areas and understand relevant practice issues. We have integrated more traditional lectures and lab exercises in biostatistics and epidemiology courses to ensure that Drexel students have an excellent grounding in public health science and research. We have also built upon Drexel University’s renowned computing resources by creating innovative online case studies.

Throughout the year, SPH department chairs and faculty refine cases to ensure that courses address key learning objectives and incorporate emerging issues in public health. By using PBL as a curriculum foundation and integrating other effective instructional methods, we foster students’ self-direction, problem-solving skills, ability to work as part of a team, and apply an interdisciplinary perspective to the core disciplines of public health.