LAUSR

Abstract Issue addressed Problem‐based learning (PBL) is a student‐directed pedagogy that promotes critical thinking, self‐directed learning and communication skills essential for health promotion students and practitioners. This paper reports on student results, student evaluation and staff experience of PBL in the face‐to‐face and fully online environment in an undergraduate health sciences unit in an Australian university. Methods A single time‐point study using quantitative and qualitative administrative student data (2014–2020) and narrative reflection from teaching academics (n = 5) was undertaken. Descriptive, independent t test and bivariate analyses for student results data were conducted; an inductive approach was used to analyse qualitative data and create codes. Results Student sample (n = 472) consisted face‐to‐face (n = 358, 75.8%) and online (n = 114, 24.2%) enrolments. Final Unit Mark was significantly higher for fully online students compared with face‐to‐face students in 2018 (P = .007) and 2019 (P = .001). Final Unit Achievement was significantly higher for fully online students compared with face‐to‐face students in 2018 (P = .017) and 2019 (P = .043). Three themes emerged: The PBL approach; Evolution of PBLs; Student skills and competencies. Discussion PBL allows students to learn through facilitated problem solving and strong collaborative skills. The face‐to‐face and fully online PBLs improved the student and academic staff experience, while supporting the development of critical thinking and self‐directed research. Further, it supported students to develop their core health promotion competencies; and enhanced the online student learning experience. So what? Vital for contemporary, global graduates, the fully online PBL approach allows students to build critical academic and professional skills utilising current information technology relevant for collaborative professional practice.