Student perspectives on problem-based learning in an occupational therapy curriculum: A multiyear qualitative evaluation

Joy Hammel, Charlotte Brasic Royeen, Nancy Bagatell, Barbara Chandler, Gail Jensen, Jeff Loveland, Gretchen Stone

Research output: Contribution to journalArticle

39 Citations (Scopus)

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 languageEnglish
Pages (from-to)199-206
Number of pages8
JournalAmerican Journal of Occupational Therapy
Volume53
Issue number2
StatePublished - Mar 1999

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Problem-Based Learning
Occupational Therapy
Curriculum
Students
Focus Groups
Tape Recording
Time Management
Education
Information Management
Communication
Learning
Delivery of Health Care

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 journalArticle

Hammel, Joy ; Royeen, Charlotte Brasic ; Bagatell, Nancy ; Chandler, Barbara ; Jensen, Gail ; Loveland, Jeff ; Stone, Gretchen. / Student perspectives on problem-based learning in an occupational therapy curriculum : A multiyear qualitative evaluation. In: American Journal of Occupational Therapy. 1999 ; Vol. 53, No. 2. pp. 199-206.
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