Consideration of Problem-Based Learning in Athletic Training Education

Abstract

Context: Athletic training educators are faced with the tasks of assessing learning styles, preparing and delivering content, and assessing student learning. Within content delivery, some educators may subscribe to certain learning theories and teaching strategies. One teaching strategy that holds potential for athletic training education is problem-based learning, which is grounded in cognitive theory and aligns with the way in which athletic training students learn by constructing knowledge based on previous experiences. Objective: To describe problem-based learning, the theoretical basis for using problem-based learning in athletic training education, and provide examples of incorporating problem-based learning activities into an evaluation course. Background: Problem-based learning was first introduced at McMaster University in an attempt to better transition between what medical students were learning in the classroom and what they were experiencing in their clinical settings. Problem-based learning has been studied and found to be effective in health care education and can be considered by athletic training educators. Description: Problem-based learning is a philosophy as well as a teaching strategy that uses problem solving to learn both content and clinical skills. Students work independently and in small groups to acquire knowledge through problem solving. Problem-based learning challenges the idea that students need a reservoir of knowledge before being able to solve a complex problem. Clinical Advantage(s): Based on theory and research in health care education, problem-based learning can be used in athletic training education to improve students' abilities to construct knowledge, to be active learners, to collaborate, and to give them the skills to be lifelong learners. Conclusion(s): Athletic training educators can consider implementing problem-based learning into their curriculums to integrate the learning of content and clinical skills.

A Tiered Approach for Integrating Patient Outcome Measures into the Curriculum

“…Problem-based learning is a well-documented instructional method in the athletic training literature [24][25][26][27][28][29][30][31] that supports student learning; the educator is able to present realistic patient scenarios for students to apply their knowledge in a holistic approach. 32 The authors integrate a higher level of thinking through the use of case-based simulations (CBSs) during a mock patient and clinician (athletic training student) experience to enhance student engagement and problem-based learning during the second tier of integrating PROMs into the curriculum.…”

Estudio pedagógico sobre prácticas orientadas a la formación de futuros docentes

“…According to Gilette (2011)The most thought supporting our instructive work is the acknowledgment, as a beginning point, that Education suggests an axiological introduction which structures the entire hone. Instruction is not impartial and the purposeful to display it as such carries a philosophy seeking after particular goals to be come to by their dissimulation.…”

An Exploration of Mosston’s Spectrum of Teaching Styles in Athletic Training Education

“…Throughout the athletic training literature, researchers have presented various learning theories including problem-based learning, adult learning theory, peer-assisted learning, sociocultural learning theory, case-based learning, and brain-based learning. [1][2][3][4][5][6][7] All of which emphasize the need for sound pedagogical approaches to improve the learning experience. The constructivist educational theory asserts that individuals learn by building and editing schemata within the mind.…”