Using a Web-based simulation as a problem-based learning experience: perceived and actual performance of undergraduate public health students.
OBJECTIVE
This study investigated the use of a Web-based community health simulation as a problem-based learning (PBL) experience for undergraduate students majoring in public health. The study sought to determine whether students who participated in the online simulation achieved differences in academic and attitudinal outcomes compared with students who participated in a traditional PBL exercise.


METHODS
Using a nonexperimental comparative design, 21 undergraduate students enrolled in a health-behavior course were each randomly assigned to one of four workgroups. Each workgroup was randomly assigned the semester-long simulation project or the traditional PBL exercise. Survey instruments were used to measure students' attitudes toward the course, their perceptions of the learning community, and perceptions of their own cognitive learning. Content analysis of final essay exams and group reports was used to identify differences in academic outcomes and students' level of conceptual understanding of health-behavior theory.


RESULTS
Findings indicated that students participating in the simulation produced higher mean final exam scores compared with students participating in the traditional PBL (p=0.03). Students in the simulation group also outperformed students in the traditional group with respect to their understanding of health-behavior theory (p=0.04). Students in the simulation group, however, rated their own level of cognitive learning lower than did students in the traditional group (p=0.03).


CONCLUSIONS
By bridging time and distance constraints of the traditional classroom setting, an online simulation may be an effective PBL approach for public health students. Recommendations include further research using a larger sample to explore students' perceptions of learning when participating in simulated real-world activities. Additional research focusing on possible differences between actual and perceived learning relative to PBL methods and student workgroup dynamics is also recommended.
Spinello
Elio F
EF
California State University, Northridge, Department of Health Sciences, Northridge, CA 91331, USA. elio.spinello@csun.edu
Fischbach
Ronald
R
D003071:Cognition; D003198:Computer Simulation; D004196:Disease Outbreaks; D004521:Educational Measurement; D006801:Humans; D020407:Internet; D010865:Pilot Projects; D018794:Problem-Based Learning; D011581:Psychological Tests; D011634:Public Health / Q000193:education*; D012938:Social Perception; D011795:Surveys and Questionnaires; D014376:Tuberculosis / Q000517:prevention & control
Med Educ. 1998 Jul;32(4):367-9
9743797
Educ Health (Abingdon). 2004 Nov;17(3):365-73
15848824
Educ Health (Abingdon). 2000;13(1):77-86; discussion 87-9
14741797
Am J Public Health. 2000 Aug;90(8):1208-11
10936997
Med Teach. 2002 Jan;24(1):45-51
12098457