Abstract
Objectives. Problem-based learning (PBL) is increasingly being used within health care professional educational programs to develop critical thinking skills via a learner-centered approach. However, few studies have evaluated the effect of participation in a PBL-centered curriculum on occupational therapy knowledge and skill development over time from the perspective of the students involved. This study examined student evaluations of the first three class cohorts participating in a PBL-based curriculum. Method. A participatory action design study involving qualitative, student-led focus groups was conducted with 154 students across 2 years of the education program. Fourteen focus groups were audiotaped, and those audiotapes were transcribed by an outside expert, followed by two levels of analysis by program faculty members and a member check by student participants. Results. Themes that emerged from the data analysis related to (a) defining elements of PBL, (b) the role of students and faculty members, (c) learning strategies used by students in a PBL versus traditional education program, (d) the challenges of a PBL approach, and (e) PBL's relationship to clinical reasoning and occupational therapy practice. Conclusions. Students perceived that a PBL approach adopted consistently across the curriculum contributed to the development of information management, critical reasoning, communication, and team-building skills; however, identified challenges were time and role management, information access, instructor versus PBL expectations and practices, and coping with the ambiguity of knowledge and reasoning.
| Original language | English |
|---|---|
| Pages (from-to) | 199-206 |
| Number of pages | 8 |
| Journal | American Journal of Occupational Therapy |
| Volume | 53 |
| Issue number | 2 |
| State | Published - Mar 1999 |
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All Science Journal Classification (ASJC) codes
- Rehabilitation
- Health Professions(all)
Cite this
Student perspectives on problem-based learning in an occupational therapy curriculum : A multiyear qualitative evaluation. / Hammel, Joy; Royeen, Charlotte Brasic; Bagatell, Nancy; Chandler, Barbara; Jensen, Gail; Loveland, Jeff; Stone, Gretchen.
In: American Journal of Occupational Therapy, Vol. 53, No. 2, 03.1999, p. 199-206.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Student perspectives on problem-based learning in an occupational therapy curriculum
T2 - A multiyear qualitative evaluation
AU - Hammel, Joy
AU - Royeen, Charlotte Brasic
AU - Bagatell, Nancy
AU - Chandler, Barbara
AU - Jensen, Gail
AU - Loveland, Jeff
AU - Stone, Gretchen
PY - 1999/3
Y1 - 1999/3
N2 - Objectives. Problem-based learning (PBL) is increasingly being used within health care professional educational programs to develop critical thinking skills via a learner-centered approach. However, few studies have evaluated the effect of participation in a PBL-centered curriculum on occupational therapy knowledge and skill development over time from the perspective of the students involved. This study examined student evaluations of the first three class cohorts participating in a PBL-based curriculum. Method. A participatory action design study involving qualitative, student-led focus groups was conducted with 154 students across 2 years of the education program. Fourteen focus groups were audiotaped, and those audiotapes were transcribed by an outside expert, followed by two levels of analysis by program faculty members and a member check by student participants. Results. Themes that emerged from the data analysis related to (a) defining elements of PBL, (b) the role of students and faculty members, (c) learning strategies used by students in a PBL versus traditional education program, (d) the challenges of a PBL approach, and (e) PBL's relationship to clinical reasoning and occupational therapy practice. Conclusions. Students perceived that a PBL approach adopted consistently across the curriculum contributed to the development of information management, critical reasoning, communication, and team-building skills; however, identified challenges were time and role management, information access, instructor versus PBL expectations and practices, and coping with the ambiguity of knowledge and reasoning.
AB - Objectives. Problem-based learning (PBL) is increasingly being used within health care professional educational programs to develop critical thinking skills via a learner-centered approach. However, few studies have evaluated the effect of participation in a PBL-centered curriculum on occupational therapy knowledge and skill development over time from the perspective of the students involved. This study examined student evaluations of the first three class cohorts participating in a PBL-based curriculum. Method. A participatory action design study involving qualitative, student-led focus groups was conducted with 154 students across 2 years of the education program. Fourteen focus groups were audiotaped, and those audiotapes were transcribed by an outside expert, followed by two levels of analysis by program faculty members and a member check by student participants. Results. Themes that emerged from the data analysis related to (a) defining elements of PBL, (b) the role of students and faculty members, (c) learning strategies used by students in a PBL versus traditional education program, (d) the challenges of a PBL approach, and (e) PBL's relationship to clinical reasoning and occupational therapy practice. Conclusions. Students perceived that a PBL approach adopted consistently across the curriculum contributed to the development of information management, critical reasoning, communication, and team-building skills; however, identified challenges were time and role management, information access, instructor versus PBL expectations and practices, and coping with the ambiguity of knowledge and reasoning.
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M3 - Article
VL - 53
SP - 199
EP - 206
JO - American Journal of Occupational Therapy
JF - American Journal of Occupational Therapy
SN - 0272-9490
IS - 2
ER -