Inquiry-based approach to pandemics throughout history: understanding healthcare students’ learning experience

ABSTRACT

This study focuses on healthcare students’ perception of an inquiry-based approach to pandemics for an online history of medicine course. The course was designed using Bateman’s Humanities Model of Inquiry. First-year undergraduate students (n = 111) responded to a questionnaire that included 19 items using a Likert scale and open-ended questions on interest in current topics and learning opportunities. The median total score was 77 (maximum 95). The free texts revealed that students perceived the inquiry-based project to be motivating as it piqued curiosity, interest, and relevance. Students also reported on historical knowledge development and enhanced communicative competencies. The study highlights the value of an inquiry-based approach accompanied by project work and real-world topics to enhance students’ learning experience.

KEYWORDS:

• Inquiry-based learning
• project work
• pandemics: history of medicine
• undergraduates

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The work was supported by the IMU Joint Committee on Research and Ethics [IMU 503/2020].