Best Practices Learned from Online Problem-based Learning Help Prepare Students for Global Health Care Challenges of the Future

Abstract Background Problem-based learning (PBL) offers a unique model of remote learning that resembles important facets of students’ future medical careers. The purpose of this study was to determine if online PBL was successful and to identify creative innovations and best practices of online learning in order to better prepare medical students for health care careers in the future. Methods The impact of implementing virtually delivered PBL sessions on student experience and performance in comparison to in-person PBL sessions was evaluated. A 4-point Likert scale question was used to investigate the effect of the transition to online PBL on the students’ PBL process experience. Student PBL process grades were measured on a scale of 5–10, where 5 is “needs substantial improvement” and 10 is “meets expectations”. PBL session grades were compared in one session before and one session after the transition to online PBL using a paired t-test. Data are presented as number of responses per category (percentage), or as a mean +/- standard deviation. Results Based on our experiences, we identified a successful transition to online PBL with no meaningful impact on students’ performance. We also identified several challenges to online PBL and how students demonstrated creative solutions to overcome these challenges. As a result of our experience, we identified several key factors as best practices of implementing online PBL to ensure a smooth transition from in-person sessions for both faculty and students, including extensive preparation, participation of support staff, availability of adequate internet services and equipment, and input from instructional technology and design personnel. Conclusion Successful student performance and experience, along with best practices learned from implementing virtual PBL, provide valuable tools for improving teaching and critical insight into the challenges faced, when preparing students for global health care changes in the future.