The Value and Effectiveness of Problem-based Learning for Community Nutrition Educators

Abstract

Twenty first century workers need to think critically, act collaboratively, and be able to solve the ‘real world’ problems encountered in their work. This study explored the views of paraprofessional Community Nutrition Educators (CNEs) on the value of Problem-based Learning (PBL) and the effectiveness of distributed Problem-based Learning (dPBL) for their work. The study also investigated whether dPBL is effective in developing a variety of ways for CNEs to learn. Eighteen CNEs participated in an online, Moodle-based course to gain knowledge of PBL principles, and then using facilitated discussions, applied a three step process to solve a work-related problem. Survey data was collected on demographics and knowledge acquisition, and mixed methods journals were used to evaluate CNE views on PBL and dPBL. There was a significant gain in PBL knowledge from pre course to post course (p<.01). CNEs found PBL “somewhat to very valuable” in their work and dPBL “somewhat successful to very successful” in helping them solve work related problems. Discussion forums were found to be as important as viewing content as a means for CNEs to learn. CNEs felt PBL could be used to solve both teaching/participant issues and non-teaching work issues. Both PBL and dPBL are strategies for CNEs to consider when solving a wide range of work related problems. This research sheds promising light on the use of PBL and dPBL in non-traditional staff development settings.