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Related Experiment Videos

Self-directed learning in problem-based health sciences education

R Williams1, H Saarinen-Rahikka, G R Norman

  • 1McMaster University School of Occupational Therapy and Physiotherapy, Hamilton, Ontario, Canada.

Academic Medicine : Journal of the Association of American Medical Colleges
|February 1, 1995
PubMed
Summary

Physiotherapy and occupational therapy students in problem-based learning programs spent more time in non-scheduled than scheduled activities. This time decreased as students progressed, likely due to increased efficiency and familiarity with program expectations.

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Area of Science:

  • Health Professions Education
  • Curriculum Design
  • Problem-Based Learning

Background:

  • Problem-based learning (PBL) curricula are increasingly adopted in health professions.
  • Understanding time allocation in PBL is crucial for optimizing student learning experiences.
  • Physiotherapy (PT) and occupational therapy (OT) programs utilize PBL to varying extents.

Purpose of the Study:

  • To quantify time spent by PT and OT students in scheduled vs. non-scheduled educational activities within a PBL curriculum.
  • To investigate changes in time allocation as students advanced through their programs.
  • To compare time utilization between academic and clinical education phases.

Main Methods:

  • A time-utilization study involving 58 PT and OT students at McMaster University.

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  • Students self-recorded 24-hour time logs across multiple weeks in their second year.
  • Data collection occurred during academic weeks and clinical education weeks.

    • Main Results:

    • Non-scheduled activities dominated scheduled time (ratios ~2.8:1 to 2.9:1) during academic weeks for both PT and OT students.
    • Clinical education weeks showed lower non-scheduled to scheduled time ratios (ranging from 0.2:1 to 1:1).
    • A general trend of decreasing time spent on educational activities was observed as students progressed through the curriculum.

    Conclusions:

    • Students in PBL programs allocate significantly more time to non-scheduled learning activities.
    • The observed decrease in educational time reflects increased student efficiency and familiarity with learning resources.
    • Curriculum designers should consider the balance of scheduled and non-scheduled activities, especially during clinical placements.