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A problem-based learning curriculum for occupational therapy education
1Chair of Program in Occupational Therapy, Shenandoah University, Winchester, Virginia 22601, USA.
Summary
Occupational therapy education must evolve to include critical reflection and clinical reasoning skills. Problem-based learning is presented as a method to equip graduates for 21st-century healthcare changes.
Area of Science:
- Health Sciences
- Education
- Occupational Therapy
Background:
- The 21st century presents dynamic changes in healthcare and society.
- Occupational therapy (OT) education requires adaptation to prepare graduates for these shifts.
- Current OT curricula may not adequately foster essential critical reflection skills.
Purpose of the Study:
- To outline the necessity for evolving OT education.
- To define key concepts of clinical reasoning and critical reflection for OT practice.
- To introduce problem-based learning (PBL) as an educational strategy.
Main Methods:
- The article discusses the rationale for educational reform in OT.
- It explores the theoretical underpinnings of clinical reasoning and critical reflection.
- It details the implementation of a PBL curriculum at Shenandoah University's OT program.
Main Results:
- PBL is identified as a viable educational method for developing critical competencies.
- The Shenandoah University experience demonstrates the practical application of PBL in OT education.
- Graduates equipped with critical reflection skills are better prepared for evolving healthcare demands.
Conclusions:
- Occupational therapy education needs a paradigm shift towards critical reflection and clinical reasoning.
- Problem-based learning offers a structured approach to cultivate these essential competencies.
- Adapting OT education is crucial for practitioners to navigate future healthcare landscapes effectively.