Problem‐based learning in an interdisciplinary community‐based primary care course

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Abstract
Developing community‐based educational experiences that prepare health professions students to become more effective practitioners is a critical challenge for academic health centers. This article describes a course that used problem‐based learning (PBL), primary care practice, and a student‐directed intervention project to teach interdisciplinary, community‐based primary care. From this course, we learned that PBL is an effective and readily accepted method for interdisciplinary education. Additionally, we found that repeated and varied student interaction with the community provides the best opportunity for community education.