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Related Experiment Videos

Student perceptions of a problem-based learning course

P Stern1

  • 1Department of Occupational Therapy, Duquesne University, Pittsburgh, Pennsylvania 15282, USA.

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|July 1, 1997
PubMed
Summary
This summary is machine-generated.

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A new problem-based learning course in occupational therapy education enhanced students' professional behavior and clinical reasoning. The course successfully integrated curriculum elements, though case content and evaluation methods need improvement.

Area of Science:

  • Occupational Therapy Education
  • Curriculum Development
  • Problem-Based Learning

Background:

  • Growing emphasis on interdisciplinary learning in occupational therapy.
  • Need for curricula that foster problem-solving and clinical reasoning.
  • Healthcare environment demands adaptable and integrated professional skills.

Purpose of the Study:

  • To describe the development, implementation, and outcomes of a problem-based learning course.
  • To assess the course's effectiveness in integrating occupational therapy curriculum.
  • To evaluate students' enhancement in responding to healthcare changes.

Main Methods:

  • Development and implementation of a problem-based learning course: "Selected Cases in Occupational Therapy."
  • Evaluation of the course by 11 students who completed it.

Related Experiment Videos

  • Analysis of student feedback on course strengths and weaknesses.

    • Main Results:

    • Students reported enhanced professional behavior, including communication and teamwork.
    • The course facilitated integration of academic program elements and improved clinical reasoning.
    • Students perceived the course as valuable, realistic, and motivating, though case content and evaluation methods were identified as weaknesses.

    Conclusions:

    • Problem-based learning effectively integrates occupational therapy curricula and enhances clinical reasoning.
    • Course design elements like content and format positively impact student learning.
    • Refinements in case development and performance evaluation are recommended for future iterations.