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Problem-based learning in occupational therapy curriculum - implications and challenges.

Michal Avrech Bar1, Margalit Pade1, Tal Jarus2

  • 1a Department of Occupational Therapy, Sackler Faculty of Medicine , School of Health Professions, Tel Aviv University , Tel Aviv , Israel.

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Summary
This summary is machine-generated.

Problem-based learning (PBL) in occupational therapy (OT) shows correlation between PBL and fieldwork grades. Adjustments are needed to support minority students facing language barriers in PBL programs.

Keywords:
Cultureeducationprogram developmentprogram evaluationstudentsteaching

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Area of Science:

  • Occupational Therapy Education
  • Pedagogy
  • Higher Education

Background:

  • Problem-based learning (PBL) is an educational approach promoting self-directed study in small groups.
  • PBL aims to prepare students for clinical practice through active learning.
  • The occupational therapy (OT) program at Tel Aviv University implemented PBL, presenting unique challenges.

Purpose of the Study:

  • To describe the OT program at Tel Aviv University and its implementation challenges.
  • To compare PBL grades between native Hebrew and Arabic speaking students.
  • To assess the correlation between PBL grades and clinical fieldwork performance.

Main Methods:

  • 166 second-year undergraduate OT students participated.
  • Data included grades from three PBL courses and seven weeks of clinical fieldwork.
  • Grades were derived from PBL evaluation forms and preceptor/written assignment assessments.

Main Results:

  • Significant positive correlations were found between PBL grades and clinical fieldwork grades.
  • Native Arabic speakers achieved significantly different PBL grades compared to native Hebrew speakers.
  • T-test analysis indicated disparities in PBL performance based on language background.

Conclusions:

  • Partial congruence exists between PBL performance and clinical fieldwork achievements.
  • Language barriers may impact the academic success of minority students in PBL.
  • Programmatic adjustments are recommended to support minority students in PBL, particularly those facing language challenges.