A qualitative investigation into how problem-based learning impacts on the development of team-working skills in occupational therapy students

Seymour, Alison

doi:10.1080/0309877x.2011.643774

Cited by 19 publications

(9 citation statements)

References 29 publications

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“…Problem‐based learning (PBL), in which students learn independently and collaboratively in small groups, was another pedagogical theory or technique that informed active learning. Seymour (2013) used a qualitative approach to investigate how PBL developed team‐working skills across 18 months of a Post‐Graduate Diploma in Occupational Therapy course. Across the course, students participated in PBL tutorials.…”

Section: Resultsmentioning

confidence: 99%

“…Across the course, students participated in PBL tutorials. In interviews with 10 students, participants described how PBL activities had enabled the development of socio‐emotional skills as well as the confidence to interact with professionals in a team (Seymour, 2013). This learning was translated from the classroom into students' clinical fieldwork practice, where they reported mutual respect for team roles, feeling comfortable to speak up in ward rounds, the ability to negotiate the occupational therapist's role in the team, and confidence in their knowledge, roles, and identity (Seymour, 2013).…”

Section: Resultsmentioning

confidence: 99%

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Embedding graduate attributes during occupational therapy curriculum development: A scoping review and qualitative research synthesis

Plastow

Bester

2020

Aus Occup Therapy J

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Developing occupational therapists who are prepared to deliver effective practice is a priority because of the additional challenges our new graduates face in delivering health care in a broad range of occupational therapy practice contexts. Nevertheless, one survey of new graduates in Australia and Aotearoa/New Zealand found less than one in five new graduates felt very well-prepared for practice (Gray et al., 2012). Subsequent research of the competency of New Zealand new graduate therapists also identified weaknesses in graduates' preparedness for practice (Nayar, Gray and Blijlevens, 2013). Being well-prepared for practice is even more critical in low-and middle-income (LMIC) countries, where new graduates may work in remote rural areas with little supervision.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Embedding graduate attributes during occupational therapy curriculum development: A scoping review and qualitative research synthesis

Plastow

Bester

2020

Aus Occup Therapy J

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“…As previously revealed by others, PBL has a direct impact on students’ skills, mainly on those allowing them to work in teams successfully. 31 , 32 Nonetheless, this study has still a major limitation, due to the relatively small number of enrolled students in this volunteer experience. Another important limitation is that this activity focuses only on some parts of the extensive contents of the syllabus of the metabolic regulation courses.…”

Section: Discussionmentioning

confidence: 96%

Turning around Cycles: An Approach Based on Selected Problems/Cases to Stimulate Collaborative Learning about Krebs and His Four Metabolic Cycles

et al. 2022

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Metabolism is a challenging subject for bioscience students due to the intrinsic complexity of the metabolic network, as well as that of the overlapping mechanisms of metabolic regulation. Collaborative learning based on a problem-based learning approach can help students to successfully learn and understand metabolism. In the present article, we propose a selection of exercises, problems, and cases aimed to focus students’ attention on the scientific work made by Sir Hans Krebs and his collaborators to elucidate four main metabolic cycles, as well as on the study of these cycles, their regulation, and their metabolic integration. The objectives, the tools, and the implementation of this proposal are described, and the results obtained during its first implementation with volunteer students enrolled in two courses on metabolic regulation at our university are presented and discussed. These volunteer students signed a learning contract and were randomly distributed in small groups (3–4 students each). Application of this collaborative learning activity to our classrooms has been very satisfactory, as evidenced by an improvement in the volunteers’ academic performance and a very positive perception by most of them, who declared to be “very satisfied” or “satisfied” with their experience and felt that they had learned more.

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“…The skills required to function effectively as part of a team can be broadly split into two categories: task-oriented skills such as decision-making and planning that focus on the team task; and emotional-oriented skills that facilitate group cohesion and the support and encouragement of others, and assist in conflict resolution (Seymour, 2013). Insight into one's own emotional competencies is integral to the practitioner's ability to work with fellow team members and build supportive bonds with colleagues and clients.…”

Section: Background Literaturementioning

confidence: 99%

Emotional intelligence and personality traits as predictors of undergraduate occupational therapy students’ teamwork skills: A cross-sectional study

Brown

Etherington

Williams

2017

British Journal of Occupational Therapy

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Introduction: This study investigated whether occupational therapy students' emotional intelligence and personality traits are predictive of their teamwork skills. Method: 114 second and third year undergraduate occupational therapy students (86.6% response rate) completed the Genos Emotional Intelligence Inventory, the Ten-Item Personality Inventory, and the Team Skills Scale. Linear regressions were completed with the Team Skills Scale domains being the dependent variables and the Genos Emotional Intelligence Inventory and Ten-Item Personality Inventory factors being the independent variables. Results: Regression analysis results revealed that the Genos Emotional Intelligence Inventory subscales of emotional reasoning and emotional management of others were significant predictors of students' teamwork skills. Emotional reasoning accounted for 8.3% of the unique variance of the team skills variable (p ¼ .001) and emotional management of others contributed 2.4% of the unique variance (p ¼ .05). The personality traits of extraversion and emotional stability were also found to be significant predictors of students' teamwork skills, accounting for 7.6% (p ¼ .002) and 3.6% (p ¼ .033) respectively of unique variance of the team skills variable. Conclusion: Components of occupational therapy students' emotional intelligence and specific personality traits were found to be significant predictors of their team skills. Further investigation of this topic is recommended.

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A qualitative investigation into how problem-based learning impacts on the development of team-working skills in occupational therapy students

Cited by 19 publications

References 29 publications

Embedding graduate attributes during occupational therapy curriculum development: A scoping review and qualitative research synthesis

Embedding graduate attributes during occupational therapy curriculum development: A scoping review and qualitative research synthesis

Turning around Cycles: An Approach Based on Selected Problems/Cases to Stimulate Collaborative Learning about Krebs and His Four Metabolic Cycles

Emotional intelligence and personality traits as predictors of undergraduate occupational therapy students’ teamwork skills: A cross-sectional study

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