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Development of a Problem Based Learning (PBL) Course at a Health Professions University – “Interdisciplinary Perspectives of an Infectious Disease - Malaria”

Journal of College Science Teaching—March/April 2024 (Volume 53, Issue 2)

By Nalini Broadbelt, Nevila Jana, Katrina Van Dellen, Michelle Young, Kristen Petersen

Faculty at Massachusetts College of Pharmacy and Health Sciences (MCPHS University) recognized the potential benefits for collaborative teaching and learning across disciplines. Research and development of an “Interprofessional Case Learning Project” (ICLP) lay the foundation for creation and implementation of a Project-Based Learning course. This course, “Interdisciplinary Perspectives of an Infectious Disease – Malaria,” introduced innovative interdisciplinary pedagogy into the curriculum of the School of Arts & Sciences. Designed by biologists, chemists, historians and publish health faculty, this course introduced senior Premed majors to varied methods and theories as they worked in groups to solve problems related to the infection, prevention, and treatment of an infectious disease. Students’ deliverables included journal-quality research papers and posters presented at the School of Arts & Sciences Undergraduate Research Conference.

Biology Curriculum Interdisciplinary Teaching Strategies

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