Challenge-based learning for interprofessional health science education for non-communicable disease care – the CAPSTONE experience
1
Department of Global Public Health & Bioethics, Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht, Netherlands
2
Department of Global Health, Hans Rosling Center for Population Health, University of Washington, Seattle, United States
3
Heidelberg Institute of Global Health, University of Heidelberg, Heidelberg, Germany
4
School of Public Health, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
5
Department of Nursing & Reproductive Health, School of Medicine & Allied Health Sciences, Banjul, Gambia
6
Fred N. Binka School of Public Health, University of Health and Allied Health Sciences, Ho, Ghana
7
School of Public Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
Popul. Med. 2026;8(Supplement Supplement 1):
ABSTRACT
BACKGROUND:
Effective prevention and control of non-communicable diseases (NCDs) depends on a health workforce that is supported to respond to evolving health system realities. In many low- and middle-income country settings, including West Africa, health professionals are navigating a growing prevalence of NCDs alongside communicable disease and reproductive, maternal, newborn and child health burden, often within complex health delivery service environments. Strengthening opportunities to apply existing clinical and public health expertise to NCD prevention, management and care is therefore a critical priority.
METHODS:
Challenge Based Learning (CBL) has emerged as an innovative pedagogical approach in health professions education. Evidence suggests that CBL can enhance interprofessional and interdisciplinary collaboration, support competency development and foster reflective and context responsive problem-solving. Within the Capacity Strengthening of Transdisciplinary Education for Non-Communicable Disease Care in West Africa (CAPSTONE) project, CBL is being integrated into graduate education at four higher education institutions in Ghana and The Gambia. Building on existing strengths in health professional training, this approach aims to support graduates to engage effectively with the prevention, management and care of NCDs, and to translate evidence into practice within local health system contexts.
RESULTS:
CAPSTONE co-developed and delivered six new accredited NCD short courses for professionals in Ghana and the Gambia. The courses intentionally bring together learners from different disciplines and levels of the health system, creating spaces for mutual learning that value professional experience and contextual knowledge alongside global evidence. Training-of-Teacher (ToT) sessions proved valuable to strengthen locally led integration of CBL into NCD education. These sessions supported educators to adapt CBL pedagogies in ways that are locally grounded, culturally responsive, and institutionally sustainable.
DISCUSSION:
In this session, participants will take part in a mini-masterclass introducing CBL through experiential learning, followed by guided reflection on its potential to support health science education across diverse contexts.
Effective prevention and control of non-communicable diseases (NCDs) depends on a health workforce that is supported to respond to evolving health system realities. In many low- and middle-income country settings, including West Africa, health professionals are navigating a growing prevalence of NCDs alongside communicable disease and reproductive, maternal, newborn and child health burden, often within complex health delivery service environments. Strengthening opportunities to apply existing clinical and public health expertise to NCD prevention, management and care is therefore a critical priority.
METHODS:
Challenge Based Learning (CBL) has emerged as an innovative pedagogical approach in health professions education. Evidence suggests that CBL can enhance interprofessional and interdisciplinary collaboration, support competency development and foster reflective and context responsive problem-solving. Within the Capacity Strengthening of Transdisciplinary Education for Non-Communicable Disease Care in West Africa (CAPSTONE) project, CBL is being integrated into graduate education at four higher education institutions in Ghana and The Gambia. Building on existing strengths in health professional training, this approach aims to support graduates to engage effectively with the prevention, management and care of NCDs, and to translate evidence into practice within local health system contexts.
RESULTS:
CAPSTONE co-developed and delivered six new accredited NCD short courses for professionals in Ghana and the Gambia. The courses intentionally bring together learners from different disciplines and levels of the health system, creating spaces for mutual learning that value professional experience and contextual knowledge alongside global evidence. Training-of-Teacher (ToT) sessions proved valuable to strengthen locally led integration of CBL into NCD education. These sessions supported educators to adapt CBL pedagogies in ways that are locally grounded, culturally responsive, and institutionally sustainable.
DISCUSSION:
In this session, participants will take part in a mini-masterclass introducing CBL through experiential learning, followed by guided reflection on its potential to support health science education across diverse contexts.
| eISSN: | 2654-1459 |
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