Introducing a problem-based unit into a lifespan nutrition class using a randomized design produces equivocal outcomes

Lohse, Barbara; Nitzke, Susan; Ney, Denise M.

doi:10.1016/s0002-8223(03)00478-4

Cited by 11 publications

(19 citation statements)

References 36 publications

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“…Twenty-six full-text papers were retrieved, 20 of which were excluded. The remaining six studies met the review's inclusion criteria (Finch 1999;Tichen & Cole 1991;van Duijn 2005;Liotta-Kleinfeld et al, 2001;Lohse et al, 2003;Kaufmann et al, 1997). A manual search of references from these studies did not yield any new trials that met the criteria.…”

Section: Outcome Variablesmentioning

confidence: 99%

“…The majority were in physiotherapy (Tichen et al, 1991;van Duijn, 2005;Kaufmann et al, 1997) and were conducted in the United States. There was one study included from each of the following professions: occupational therapy (Liotta-Kleinfeld et al, 2001), dietetics (Lohse et al, 2003), and podiatry (Finch 1999). No studies in orthoptics or radiography were included.…”

Section: Outcome Variablesmentioning

confidence: 99%

“…Only three of the six included studies investigated an entire PBL curriculum (Finch, 1999;Tichen et al, 1991;van Duijn, 2005). The other three examined a single module (Liotta-Kleinfeld et al, 2001), two modules (Lohse et al, 2003) and multiple PBL modules (Kaufmann et al, 1997), respectively. In one study, the PBL curriculum was the control group for the assessment of another method of education (Titchen et al, 1991).…”

Section: Outcome Variablesmentioning

confidence: 99%

“…Study outcomes were classifi ed according to whether the competencies of PBL students were better than (positive), the same as (no diff erence), or worse than (negative) those of students in the control groups, based on a signifi cance level of .05%. One study measured three of the four outcome variables (Lohse et al, 2003), two measured two (Finch, 1999;Liotta-Kleinfeld et al, 2001) and the three remaining studies only reported results for one of the outcome variables. Does PBL result in increased student knowledge?…”

Section: Outcome Variablesmentioning

confidence: 99%

“…Although PBL originated in medical education, its growing popularity in therapy education has been well documented. It has been implemented in physiotherapy (Titchen & Cole, 1991;van Langenberghe, 1988;Kaufman, Portney & Jette, 1997;Eksteen & Slabbert, 2001), occupational therapy (Busuttil, 1988;Royen, 1995;McCarron, 2002), speech-language therapy (Mok, 2009), dietetic (Terry, 2008, Lohse, Nitzke, & Ney, 2003, and podiatric (Finch, 1999) professional entry-level education. As therapists are required to problem solve in their day-to-day clinical practice, acquiring knowledge in the context of solving problems would appear to be an appropriate approach for educating entrylevel students (Bransford et al, 1989).…”

Section: Introductionmentioning

confidence: 99%

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Problem-Based Learning in Professional Entry-Level Therapy Education: A Review of Controlled Evaluation Studies

O’Donoghue¹,

McMahon²,

Doody³

et al. 2011

Interdisciplinary Journal of Problem-Based Learning

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Although there has been growing interest in problem-based learning (PBL) by professional entry-level therapy educators, its eff ectiveness is as yet unclear. Existing overviews of the fi eld do not provide high-quality evidence in terms of the eff ectiveness or otherwise of PBL in professional therapy education. The purposes of this article is to systematically review the current literature on PBL and determine its eff ectiveness when compared to other didactic approaches in physiotherapy, occupational therapy, speech-language therapy, dietetics, podiatry, orthoptics, and therapeutic radiography entry-level education.Eight databases were searched for controlled evaluation studies investigating the eff ectiveness of PBL in the seven therapy professions. Four competencies were analyzed: students' knowledge, performance, approaches to learning, and satisfaction. Data were extracted and risk of bias assessed by independent reviewers. One scoring system was used to assess the quality of the studies and another to determine the level of evidence for each competency.The search yielded 3885 articles, of which six met the inclusion criteria after fulltext review; three in physiotherapy and one each in occupational therapy, dietetics, and podiatry. Three of the six studies were categorized as high quality. No study measured all four competencies. When compared to other didactic approaches, there is no evidence that PBL has a more positive eff ect on students' knowledge, performance, and satisfaction levels and limited evidence that it improves students' approaches to learning. Currently available literature revealed no convincing evidence that PBL is more eff ective than traditional didactic education for entry-level therapy professions.

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