Problem-based learning in occupational therapy: why do health professionals choose to tutor?

Area of Science:

• Occupational Therapy Education
• Health Professions Education

Background:

• McMaster University and Mohawk College have utilized small-group, problem-based learning (PBL) tutorials for over 20 years in their occupational therapy programs.
• These institutions were pioneers in implementing PBL formats within global occupational therapy curricula.

Purpose of the Study:

• To investigate the motivations and challenges faced by health professionals serving as tutors in long-standing PBL-based occupational therapy programs.
• To identify potential areas for improved support and continuing education for these tutors.

Main Methods:

• A survey was administered to tutors who have been involved in the occupational therapy programs over the past two decades.
• Data analysis focused on identifying recurring themes related to tutor motivation and perceived challenges.

Main Results:

• Three primary themes emerged: the role of the tutor as an educator, the tutor as a learner, and challenges to continuing the educational role.
• A sub-theme of professional duty or obligation was identified within the 'educator' theme.
• Participants provided specific suggestions for enhancing tutor support and continuing education.

Conclusions:

• Tutor motivation in PBL occupational therapy programs is multifaceted, encompassing educational and learning aspects, alongside a sense of professional obligation.
• Addressing identified challenges and implementing suggested support mechanisms are crucial for the sustainability of these vital educational roles.