Simulating Science Communication for Vulnerable Populations: A Project-Based Learning Exercise in Undergraduate Medical Microbiology

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ID: 338716
2026
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Abstract
While undergraduate medical education relies heavily on traditional lectures to deliver foundational biomedical sciences, standard models frequently isolate pathogens and mechanisms from the socio-economic realities of healthcare and community communication. To address this gap, we implemented and evaluated a project-based active learning intervention conducted in a classroom setting in a Medical Microbiology course, challenging students to synthesize complex scientific literature and design educational brochures tailored for socially vulnerable populations. At the end of the academic semester, student perceptions were evaluated through an anonymous mixed-methods survey completed by 51 participants. The quantitative outcomes revealed high student satisfaction, with participants perceiving the instructions as highly transparent and the cognitive challenge as well-balanced. Notably, most of the students reported that the project successfully consolidated core microbiological content, while also stating that focusing on vulnerable communities significantly expanded their understanding of how social determinants impact infectious diseases. This strong positive feedback was also present in the thematic analysis of the open-ended responses, which showed that students highly valued practicing the translation of technical medical jargon into accessible, community-friendly language within this simulated exercise, which was conducted among peers and instructors. The primary challenges reported were operational, centered on group coordination and managing the heavy academic workload typical of the end of the semester. Overall, our findings suggest that integrating brochure design and public health context into the basic science curriculum effectively anchors microbiology to clinical and humanistic realities, fostering preliminary communication skills, teamwork, and social responsibility better than standard expository lessons.
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Authors Mônica L. Vieira
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Journal FEMS microbiology letters
Year 2026
DOI
10.1093/femsle/fnag139
URL
https://doi.org/10.1093/femsle/fnag139
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