Understanding the Effects of Problem-Based Learning on Practice: Findings from a Survey of Newly Qualified Occupational Therapists

Reeves, Scott; Mann, Lynn Summerfield; Caunce, Maria; Beecraft, Sue; Living, Ruth; Conway, Maggie

doi:10.1177/030802260406700707

Cited by 22 publications

(13 citation statements)

References 18 publications

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“…Although these fi ndings by Davys and Pope (2006) are not based on empirical research, similar fi ndings have also been reported by other researchers and experts in PBL OT curricula in the UK (Jacobs 1997;Savin-Baden 1998). A study by Reeves et al (2004) surveyed occupational therapists 8 months after graduating from a PBL programme to determine how it had affected their professional practice. They found that while some graduates were sceptical of the effects of PBL, some felt PBL 'had made a positive contribution to their problem-solving and teamworking abilities and their clinical knowledge and skills' (p. 323).…”

Section: Pbl In Otsupporting

confidence: 67%

An evaluation of a problem‐based learning experience in an occupational therapy curriculum in the UK

Spalding

2010

Occupation Therapy Intl

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The objectives of the study was to evaluate an adapted approach to problem-based learning (PBL) on a pre-registration Masters course in Occupational Therapy at the University of East Anglia in the UK. The adaptation, named placement PBL, required students to write and select the material based on their placement experiences, for the cohort's learning. The evaluation purpose was to determine the students' views of the efficacy of placement PBL for facilitating their learning in the final 3 months of their pre-registration education. Placement PBL was evaluated using both questionnaires and focus groups, with two cohorts of students for data collection. Placement PBL was seen to provide current, relevant and complex learning scenarios that help students to move from a theoretical understanding to application of theory in the complexity of actual service situations. The authors conclude that placement PBL has the potential to prepare students for the transition from student to qualified practitioner. Both researchers were also the PBL tutors which may have affected the students' honesty in their feedback. Further research is indicated for ongoing evaluations of the effectiveness of PBL in helping students to become confident occupational therapy clinicians, and comparative studies with other learning approaches.

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Section: Pbl In Otsupporting

confidence: 67%

An evaluation of a problem‐based learning experience in an occupational therapy curriculum in the UK

Spalding

2010

Occupation Therapy Intl

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“…Most research identifies that there is a strong need for more PBL research, although 'fully dissociating the findings associated with PBL with those attributable to other influential factors is nearly impossible ' (O'Donoghue et al 2011, p69). One study found that a small proportion of graduates felt that PBL did not equip them with sufficient knowledge of practice techniques (Reeves et al 2004). However, qualitative research approaches offer considerable scope in understanding the experiential effects of PBL (Reeves et al 2004).…”

Section: Discussionmentioning

confidence: 99%

“…One study found that a small proportion of graduates felt that PBL did not equip them with sufficient knowledge of practice techniques (Reeves et al 2004). However, qualitative research approaches offer considerable scope in understanding the experiential effects of PBL (Reeves et al 2004). …”

Section: Discussionmentioning

confidence: 99%

“…PBL has been adopted in many health and social-care professions on campus (Reeves et al 2004): in medical education (Gordon et al 2000), social work (Wong & Lam 2007), dentistry (Yiu et al 2011), physiotherapy (Ekstein & Slabbert 2001), occupational therapy (Sadlo et al 1994, Royeen 1995, speech and language therapy (Visconti 2008) and radiology (Thurley & Dennick 2008). However, it is mainly within nursing that using PBL in practice settings has received some attention, the findings of which are predominately positive (Tiwari et al 2006, Ehrenberg & Haggblom 2007.…”

Section: Introductionmentioning

confidence: 99%

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Using problem-based learning during student placements to embed theory in practice

Sadlo

2014

International Journal of Practice-based Learning in Health and

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Practice placements, a prominent part of the education of health and social care professionals, are strongly validated by theories of adult learning. Being situated in authentic workplaces in contact with people in need, motivation to learn is strong. However, it is not always easy for students to realise the knowledge that practitioners are using in the setting, as it becomes tacit. Problem-based learning (PBL) is a form of student-centred university teaching deliberately structured to support development of students' theoretical understanding, critical thinking, professional reasoning and team skills. PBL is recognised world-wide for its applicability to health and social science curricula, but to date its potential as a method to activate theoretical learning during placements has not been realised.The aim of this masterclass is to inspire and encourage placement educators and students to use PBL as an effective, enjoyable way to structure knowledge development during placement. The outcomes of this paper include appreciation of the rationale and stages of the PBL cycle in a practice environment, and sufficient understanding about how PBL can be used to embed theory in practice to give it a try. Case studies and supervision sessions need to be adjusted a little to explicitly include a self-directed learning stage to develop students' knowledge, illustrated here through a case example. Students identify their own learning needs to guide their independent learning, maximising use of placement time. PBL in practice settings is a flexible approach, applicable to one-to-one situations, with pairs, groups (including inter-professional), and within work-based learning for staff development.

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“…Despite the fact that critical reasoning is crucial to effective practice and that it must be developed in novices, there is limited evidence to support the methods used by OT educators to foster it. Results from qualitative studies of an experiential learning laboratory (Benson and Hansen, 2007) and case presentations in printed form, videotape form, live interview format, and CD-ROM format (Lysaght and Bent, 2005) provide initial evidence to support the use of these methods; however, evidence from quantitative and qualitative studies of PBL are mixed (Stern, 1997;Liotta-Kleinfeld and McPhee, 2001;McCarron and D'Amico, 2002;Reeves et al, 2004;Scaffa and Wooster, 2004). Further, in a study of guided reciprocal peer questioning, Velde et al (2006) found no significant difference between experimental and control groups in terms of changes in critical reasoning using the California Critical Thinking Skills Test (Facione et al, 1998).…”

Section: Literature Reviewmentioning

confidence: 99%

A study of critical reasoning in online learning: application of the Occupational Performance Process Model

Mitchell

Batorski

2009

Occupation Therapy Intl

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This study examined the effect of an online guided independent study on critical reasoning skills. Twenty-one first-semester Master of Occupational Therapy students completed an online assignment designed to facilitate application of the Occupational Performance Process Model (Fearing & Clark) and kept reflective journals. Data from the journals were analyzed in relation to the three sets of questions, question type and results of the Watson-Glaser Critical Thinking Appraisal (WGCTA). This assignment appeared to be effective for enhancing awareness and use of critical reasoning skills. Differences in patterns of critical reasoning between students with high and low WGCTA scores and results of an inductive analysis of the journal entries are discussed. Future research investigating the types of feedback that effectively facilitate development of critical reasoning and whether students with high and low WGCTA scores might benefit from different types of instruction and/or feedback is recommended.

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Understanding the Effects of Problem-Based Learning on Practice: Findings from a Survey of Newly Qualified Occupational Therapists

Cited by 22 publications

References 18 publications

An evaluation of a problem‐based learning experience in an occupational therapy curriculum in the UK

An evaluation of a problem‐based learning experience in an occupational therapy curriculum in the UK

Using problem-based learning during student placements to embed theory in practice

A study of critical reasoning in online learning: application of the Occupational Performance Process Model

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