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An investigation into problem solving in education: a problem-solving curricular framework.

J U Arand, C G Harding

    Journal of Allied Health
    |February 1, 1987
    PubMed
    Summary
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    This study evaluated a physical therapy curriculum integrating content mastery and problem-solving skills. The curriculum improved critical thinking, with early problem-solving courses showing significant impact over time.

    Area of Science:

    • Medical Education
    • Curriculum Development
    • Physical Therapy Education

    Background:

    • Integrating content mastery and problem-solving is crucial in professional education.
    • Physical therapy programs require strong analytical and problem-solving abilities for effective patient care.
    • Evaluating curriculum effectiveness in fostering these skills is essential for program improvement.

    Purpose of the Study:

    • To investigate the link between content mastery and problem-solving skills within a physical therapy curriculum.
    • To evaluate an existing professional educational program designed to teach both content and problem-solving.
    • To assess the impact of a problem-solving curriculum on students' critical thinking abilities.

    Main Methods:

    • A cohort of 81 baccalaureate physical therapy students participated in the study.

    Related Experiment Videos

  • The Watson-Glaser Critical Thinking Appraisal was the primary assessment tool.
  • Regression analysis was employed to identify relationships between curriculum components and skill development.

    • Main Results:

    • The problem-solving curriculum significantly affected students' critical thinking scores.
    • An introductory problem-solving course demonstrated a significant relationship with improved problem-solving skills.
    • Observed improvements in critical thinking scores were evident only after the full year-long program completion.
    • No significant differences in outcomes were found between lecture-based and clinical experience courses.
    • Traditional academic metrics like grade point average did not correlate with problem-solving skill gains.

    Conclusions:

    • The evaluated curriculum effectively enhanced critical thinking and problem-solving skills in physical therapy students.
    • Early exposure to problem-solving instruction is a key factor in skill development.
    • Long-term program engagement is necessary for measurable improvements in critical thinking.
    • Curriculum design should prioritize explicit problem-solving instruction integrated with content knowledge.