A faculty's experience in changing instructional methods in a professional physical therapist education program

Area of Science:

• Medical Education
• Pedagogy in Physical Therapy
• Curriculum Development

Background:

• Physical therapist education is adapting to evolving practice environments.
• Problem-based learning (PBL) is increasingly adopted by educators.
• Transitioning from traditional to PBL methods presents unique challenges.

Purpose of the Study:

• To describe the experiences of physical therapist faculty transitioning to problem-based learning.
• To identify factors influencing the adoption of new instructional methods.

Main Methods:

• Qualitative study involving 7 physical therapist faculty members.
• Semistructured interviews and focus groups were conducted.
• Data collection focused on experiences with changing teaching methods.

Main Results:

• Nine key themes emerged: perceived need for change, faculty's PBL knowledge, decision-making, peer support, partial adoption, teaching values, community response, administrative support, and barriers.
• Faculty experiences highlighted the multifaceted nature of instructional change.

Conclusions:

• Educational change is a process that necessitates individual adaptation.
• Peer support networks are crucial for successful implementation.
• Leadership and administrative backing are essential for integrating problem-based learning.