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Related Experiment Videos

Problem effectiveness in an occupational therapy problem-based learning course.

P Stern1, F J D'Amico

  • 1Duquesne University, Occupational Therapy Department, John G. Rangos, Sr. School of Health Sciences, 227 Health Sciences Building, Pittsburgh, Pennsylvania 15282, USA. stern@duq.edu

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|November 29, 2001
PubMed
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Students perceived that learning objectives in problem-based learning (PBL) courses were met. This suggests consistent PBL outcomes regardless of group or facilitator, validating intended learning objectives.

Area of Science:

  • Medical Education
  • Pedagogy

Background:

  • Problem-based learning (PBL) is an educational approach where students learn through solving complex problems.
  • Ensuring alignment between intended learning objectives and student perception is crucial for effective PBL implementation.

Purpose of the Study:

  • To assess student perceptions of how well faculty-generated learning objectives were addressed in a 12-week PBL course.
  • To determine if student interpretations of PBL case objectives align with those intended by the problem developers.

Main Methods:

  • Twenty-seven students in a PBL course were divided into four tutorial groups.
  • Students used a visual analog scale to rate the extent to which learning objectives were met for each case.
  • Repeated-measures analysis of variance and post hoc tests were employed to analyze group differences.

Related Experiment Videos

Main Results:

  • No significant differences in average perceptions of objective achievement were found among the tutorial groups.
  • Student ratings indicated a general perception that preset learning objectives were met within each problem case.

Conclusions:

  • Student interpretations of learning objectives in PBL align with developers' intentions.
  • PBL can yield consistent learning outcomes across different student groups and facilitators.