A tale of two programs: Problem-based and case-based learning in MPH education

Background.  Public health practice frequently requires decision-making with incomplete information and complex risk-benefit tradeoffs.  While didactic lecturing is efficient for transfer of factual knowledge, experiential learning is designed for the higher-order competencies required for informed decision-making amidst uncertainty.   

 Methods.  Two MPH programs have embraced distinct but complementary experiential curricula. The University of Washington uses problem-based learning, with a focus on social determinants. Western University uses case-based learning, with a focus on leadership, policy and sustainability.  Problem-based learning is known to many from innovative MD programs such as Harvard and McMaster.  Western’s case-based learning is often associated with business management programs such as Harvard and Ivey.  UW’s program engages students in completing real projects for community-based client organizations. The two approaches have similarities:  i) learner-centered (learners assume responsibility for many decisions); emphasis on ii) higher-order competencies such as critical thinking and evaluation, and iii) practical skills such as negotiation and decision-making; iv) major use of small (6-8) groups, and v) active participation by learners is given substantial weight in assessments.

Results.  Both programs have integrated small (Western 6, Washington 8) group learning with large classroom learning.  As well, both place a heavy emphasis on learning in real-world situations through use of practica.  Both programs involve substantial commitment of dedicated faculty.  While there are many similarities, the programs differ in relatively minor ways such as their daily and weekly schedules. 

Conclusion.  Two independently designed experiential learning-based MPH programs have much in common. We illustrate concepts with examples of case topics and assignments.