Students' perspectives of core value development in a modified problem-based learning program

Area of Science:

• Medical Education
• Physical Therapy
• Professionalism Studies

Background:

• Physical therapy programs must instill core values for professional development.
• Problem-based learning (PBL) is an educational strategy designed to enhance clinical decision-making, interprofessional collaboration, and essential patient care skills.

Purpose of the Study:

• To explore doctoral physical therapy students' perspectives on core value development within a modified PBL curriculum.
• To interpret and describe the student experience of professionalism formation through PBL.

Main Methods:

• Qualitative phenomenological study utilizing semi-structured focus group interviews with 27 graduating physical therapy students.
• Thematic analysis via the constant comparison method was employed to organize interview data.
• Trustworthiness was ensured through multiple strategies.

Main Results:

• Eleven themes emerged, detailing students' adaptation to PBL and their perceptions of core value development.
• A significant overarching theme of 'transformation' was identified, describing the students' transition from learner to practicing professional.
• The modified PBL curriculum elements were perceived as instrumental in supporting this professional transformation.

Conclusions:

• Modified PBL curricula can effectively support the development of professional core values in physical therapy students.
• Findings provide insights for educators on curriculum design to enhance professionalism, applicable across different educational formats.
• The study underscores the 'transformation' process as central to professional identity formation in physical therapy education.