A variety of instructional approaches are employed in educational settings to promote student learning and engagement. Two such approaches are subject-centered and problem-centered learning. Subject-centered approaches structure the curriculum around specific subject matter, which is presented in a linear manner. In contrast, problem-centered approaches emphasize application and relevance to real-world scenarios, with information discussed iteratively as the class unfolds. Problem-centered learning offers advantages such as increased student collaboration, creativity, and critical thinking (Stutt, 2023). Additionally, best practices for teaching courses related to diverse populations include the active application of concepts and the use of written reflections, which foster higher-level critical thinking and conceptual integration (Keegan et al., 2017; Simon-Cereijido et al., 2023). The purpose of this research was to examine how student learning in a course on diverse populations was influenced by a subject-centered approach compared to a hybrid problem-centered approach. The course was taught using a subject-centered approach in one semester and a problem-centered approach in another. In both semesters, students completed reflections on guided clinical scenarios involving diverse populations. These reflections were analyzed for quality and depth of critical thinking, enabling a comparison between the two semesters. Findings from this study can inform future pedagogical approaches and course design.
