Using Problem-Based Learning to Link Classroom and Clinical Education

Smith-Goodwin, Erika; Wimer, Jeffrey W.

doi:10.1123/att.15.1.23

Cited by 5 publications

(1 citation statement)

References 7 publications

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“…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.…”

Section: Tier 2: Application Of Case-based Simulationmentioning

confidence: 99%

A Tiered Approach for Integrating Patient Outcome Measures into the Curriculum

Hildebrand

Patterson

Esposito

et al. 2021

Athletic Training Education Journal

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Context Knowledge and understanding of effective practices for integration of patient-reported outcome measures (PROMs) within athletic training curricula are necessary to bridge the gaps between didactic application, content assessment, and clinical implementation. Objective To provide athletic training educators with a tiered approach to implement content and assessments related to PROMs in the athletic training curriculum. Background An emphasis in the athletic training community is the need to incorporate patient-oriented evidence that matters into clinical practice. One way of achieving this transfer of knowledge is incorporating PROMs into athletic training curriculum. The 2020 Commission on Accreditation of Athletic Training Education (CAATE) Standards include PROMs and strategies to evaluate them for use in clinical practice to improve patient care. Thus, stakeholders responsible for students' education must have the knowledge and ability to properly address these standards in order for students to utilize these skills as future athletic trainers. Description This article offers an approach for educators to teach and assess PROMs within their athletic training curriculum. Clinical Advantages By utilizing an effective teaching approach for the implementation of PROMs, educators, preceptors, and students may collectively integrate these validated tools accurately into patient care to provide a more holistic practice. In addition, using a tiered approach will increase understanding and confidence for athletic trainers who have identified barriers and may not have prior clinical experience in the implementation of PROMs with patient care. Conclusions The knowledge and use of PROMs are expected of students in CAATE-accredited athletic training programs. In order to ensure and enhance the transfer of knowledge from the didactic setting to clinical practice, the use of a tiered approach may benefit athletic training educators as they integrate this content into coursework. In turn, perhaps future clinicians may be more apt to value the benefits of PROMs.

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Section: Tier 2: Application Of Case-based Simulationmentioning

confidence: 99%

A Tiered Approach for Integrating Patient Outcome Measures into the Curriculum

Hildebrand

Patterson

Esposito

et al. 2021

Athletic Training Education Journal

View full text Add to dashboard Cite

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The use of clinical case studies to develop clinical reasoning in sports therapy students: the students’ perspective

Armstrong

2016

Physiotherapy

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Problem-Based Learning: Teaching Skills for Evidence-Based Practice

Visconti

2010

Sig10 Perspectives

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Problem-based learning (PBL) is a pedagogical method that requires students to learn how to locate new information, work cooperatively with others and find solutions to practical problems. PBL teaches students to critically analyze a situation or problem, determine what information is needed, seek out appropriate resources, and create a solution. These skills are the beginning skills need to incorporate evidence-based practice (EBP) into clinical experiences. This chapter will discuss PBL, how to create your own PBLs, the effect PBL has on learner outcomes, and how to link PBL to EBP.

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Using Problem-Based Learning to Link Classroom and Clinical Education

Cited by 5 publications

References 7 publications

A Tiered Approach for Integrating Patient Outcome Measures into the Curriculum

A Tiered Approach for Integrating Patient Outcome Measures into the Curriculum

The use of clinical case studies to develop clinical reasoning in sports therapy students: the students’ perspective

Problem-Based Learning: Teaching Skills for Evidence-Based Practice

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