Use of Project-Based Learning for Impactful Competence-Based Learning among Public Health Students of Clarke International University in Uganda

Abstract

This study explored the use of project-based, Competence-Based Learning for Public Health students at Clarke International University. The objectives of the study were to explore learners’ ability to conceptualise PBL as a tool within CBL among health sciences students at Clarke International University and to assess the facilitators and barriers to project-based e-learning among these students. The summarised study employed a qualitative case study research design. Data was  collected from 15 Public Health students and two faculty instructors through key informant interviews (KIIs) and focus group discussions (FGDs), and was analysed thematically. The results demonstrate that Project-Based Learning (PBL) enabled students to effectively conceptualise and problematise issues within their communities, thereby strengthening both academic and practical competencies. Several barriers constrained the effective implementation of PBL. A primary challenge was the financial and logistical burden associated with project execution, including expenses for transport, internet data, and learning materials. Additionally, community resistance occasionally hindered learning activities. Thus, adoption of PBL as an e-learning model is contingent on institutional scaffolding. Addressing these challenges through deliberate policy, investment in digital infrastructure, and community engagement strategies will be essential for institutionalising PBL as an approach for CBL in health sciences education in resource-constrained contexts. This contributes directly to enhancing both academic quality and workforce readiness in the public health sector, as well as strengthening students’ readiness for real-world applications, and embedding PBL within institutional curricula and policies will formalise its role in developing both technical and transferable skills critical for public health practice.