Implementing a problem‐based learning curriculum in occupational therapy: A conceptual model

Abstract

Problem‐based learning in occupational therapy education has enjoyed increasing attention in recent years. Drawing on concepts from general systems theory and organizational theory, this paper presents a conceptual model of an occupational therapy education program as an open and dynamic system that interacts with and is responsive to the external environment. The model is described in the generic context of developing, implementing and evaluating a problem‐based learning curriculum. The Bachelor of Health Sciences (Occupational Therapy) program at McMaster University in Canada is used to provide a practical illustration of the various components of the model. The model is considered to be sufficiently generic and adaptable for use by any occupational therapy program in any sociocultural environment in the world, and will be of particular interest to those who are considering problem‐based learning as an alternative to traditional educational approaches.

Gamification as an approach to improve resilience and reduce attrition in mobile mental health interventions: A randomized controlled trial

“…Moreover, smartphone-delivered interventions for mental health problems suffer from low engagement, with mean attrition rates ranging from 9.6% for interventions targeting general stress to 50.0% for apps focusing on insomnia relief [ 23 ]. High attrition rates have previously been reported for both web-based interventions and app-based interventions [ 24 – 27 ], implicating attrition as a considerable issue in remote healthcare delivery. Given the potential for mobile applications to restore and maintain mental health, it is vital that the research community investigate means of improving engagement and adherence.…”

Problem-based learning in occupational therapy: why do health professionals choose to tutor?

“…First, it ensured that the curriculum represented current clinical practice and was sensitive to the reality of ongoing changes in healthcare (Cooper et al, 1984). Second, the faculty believed that offering clinicians the opportunity to be involved in the academic education of future members of their profession would enhance the clinicians' practice and expand their professional roles as educators (Salvatori, 2000). Thus, tutors for the occupational therapy programme were chosen from full-time clinicians drawn from all areas of practice.…”

Problem-based learning used in the context of cardiac rehabilitation: different scenes and different roles

“…The group members need to identify the knowledge they should gather in order to understand the context of the problem the scenario has illustrated and also to gain long-lasting and more profound learning (Barrows and Tamblyn 1980). It is necessary that all persons included in the programme endorse the philosophy of PBL in order for it to be a successful educational method (Salvatori 2000). Research investigating the impact of PBL on lifestyle changes in patient education is scarce (Williams and Pace 2009) and it seems to be important to investigate how the pedagogical method functions in practice.…”

“…This learning process should be facilitated by the tutors, who should not provide information nor state what knowledge to look for (Barrows and Tamblyn 1980;Salvatori 2000). It appeared to be of great importance that the tutors could support the participants throughout the entire educational process, helping them in every step of the PBL model.…”