How a student-led health professions club modeled teamwork and critical thinking for prospective health practitioners

This study investigated a university club designed by and for undergraduates interested in health professions careers. Participants represented a range of levels and health interests. The facilitator and other participants had been drawn to the university because of its new focus on health professions education; they wanted to experience learning the beginning steps of understanding and “solving” cases. The facilitator followed the problem-based learning (PBL) model often used in university health professions curricula, designing the club to actively engage participants in real-world processes. Over 3 semesters critical thinking increased, students collaborated effectively, and they reported learning a substantial amount not only about cases but also about the PBL process.