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Problem Based Learning in physiotherapy education: a practice perspective.
Hilary Gunn1, Heather Hunter, Bernhard Haas
1University of Plymouth, Devon, UK. hilary.gunn100@plymouth.ac.uk
Physiotherapy
|November 6, 2012
Summary
Student physiotherapists applying skills from Problem Based Learning (PBL) in clinical practice showed variable results. Supervisors observed positive learning behaviors and self-direction, but application varied among students.
Area of Science:
- Health professions education
- Physiotherapy curriculum development
Background:
- Problem Based Learning (PBL) is widely used in health education.
- Limited research exists on the practical application of PBL-developed skills in clinical settings.
Purpose of the Study:
- To investigate how student physiotherapists apply skills acquired through PBL in their clinical practice.
- To gather insights from placement supervisors regarding PBL skill application.
Main Methods:
- Qualitative study utilizing one-to-one semi-structured interviews.
- Purposive sampling of 10 qualified physiotherapy placement supervisors.
Main Results:
- Supervisors reported positive impacts of PBL on student education and clinical practice.
- Evidence of PBL skill application included enhanced learning behaviors, motivation, and self-direction.
- Proactive students demonstrated transferable skills like holistic problem-solving and teamwork, though with notable student variation.
Conclusions:
- The application of PBL-associated skills in clinical practice by physiotherapy students is variable.
- Further research is needed to identify factors facilitating successful PBL skill transfer into practice.
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