01527nas a2200157   4500000000100000000000100001008004100002100002400043700001500067700001400082700001300096245010800109250001500217520109100232020004601323       2012                            d1 aMartiniuk Alexandra1 aGrisham J.1 aWright E.1 aNegin J.00aProblem-Based Learning (PBL) and Public Health: An Initial Exploration of Perceptions of PBL in Vietnam  a2012/02/163 a<p>
INTRODUCTION: . Worldwide interest in problem-based learning (PBL) has grown in past decades. This article aims to evaluate the perceived effectiveness, appropriateness, benefits, and challenges attributed to the use of PBL in public health education in Vietnam with a view to providing recommendations for curricular design and future policy. METHODS: . Teachers at 2 universities in Hanoi participated in group interviews, and students from these 2 universities completed Likert-style questionnaires. RESULTS: . Students and teachers regarded PBL positively. However, there was consensus that hybrid models that used PBL alongside other methods are probably the most beneficial for public health education in Vietnam. Teachers discussed the educational and systematic advantages and difficulties associated with PBL. CONCLUSION: . Themes arising from this analysis may be helpful in guiding future research-namely, regarding the application of PBL in low- and middle-income countries and in public health. Further exploration of the use of PBL hybrid models is discussed.
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