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

Michelle E Wormley1, Melissa M Tovin2, Michelle Lusardi1

  • 1Department of Physical Therapy, Sacred Heart University , Fairfield , CT , USA.

Physiotherapy Theory and Practice
|May 11, 2018
PubMed
Summary

Problem-based learning (PBL) in physical therapy education fosters professionalism and core values. Students described a transformative journey from student to professional, highlighting PBL

Keywords:
Core valuesphysical therapyproblembased learning (PBL)professionalismqualitative study

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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.