Student perspectives on problem-based learning in an occupational therapy curriculum: a multiyear qualitative...

Area of Science:

• Health professions education
• Occupational therapy curriculum development
• Pedagogical research in healthcare

Background:

• Problem-based learning (PBL) is a learner-centered approach increasingly used in health professions education.
• PBL aims to develop critical thinking skills.
• Limited research exists on student perspectives of PBL's long-term impact on occupational therapy (OT) knowledge and skills.

Purpose of the Study:

• To examine student evaluations of a PBL-based occupational therapy curriculum.
• To understand student perceptions of skill development within a PBL environment.
• To identify challenges and benefits of PBL from the student viewpoint.

Main Methods:

• A participatory action design study.
• Qualitative data collected through 14 student-led focus groups (n=154).
• Data analysis involved transcription, faculty analysis, and member checks with students.

Main Results:

• Emergent themes included defining PBL, student/faculty roles, learning strategies (PBL vs. traditional), challenges, and links to clinical reasoning.
• Students reported PBL fostered information management, critical reasoning, communication, and team-building skills.
• Key challenges identified were time/role management, information access, and coping with ambiguity.

Conclusions:

• A consistent PBL curriculum positively impacted students' information management, critical reasoning, communication, and team-building skills.
• Students experienced challenges related to time, roles, information access, and ambiguity in the PBL approach.
• Student perceptions suggest PBL is a valuable, albeit challenging, pedagogical method for OT education.