Problem-based learning and clinical reasoning in sports therapy practice

Abstract

Aims/Background: Problem-based learning (PBL) has received little empirical study in sports therapy teaching in the UK. The purpose of this study was to examine the inclusion of case based learning (CBL) through case study scenarios on the development of clinical reasoning (CR) within a second year undergraduate module on the Sports Therapy degree programme at a higher education institution in the UK. Method: The study was qualitative and exploratory in nature as a questionnaire was provided to the participants and common themes relating to the student experience of CBL were identified. Thirty-five students (n=35, 19 female and 16 male, mean age 21) completed the questionnaire relating to the student experience of the use of case studies and the impact on their CR. Findings: The findings of the study suggested that the majority of students perceived the case studies as being beneficial in developing their CR. To develop CR, students suggested that clinical skills and knowledge of injury must be accurate. The use of CBL invoked responses which suggested that answer correctness was important to the students. This may emphasise a need for knowledge transfer and the reinforcement of theory before practice. Conclusions: Problem-based learning and CR may be promoted through the use of case studies that provide a ‘real life, high fidelity’ type of scenario in addition to other methods of knowledge dissemination.

Students' experience of the use of an online learning channel in teaching and learning: A sports therapy perspective

“…As the channel consisted of instructional videos across practical modules, this may suggest that students found the videos useful after originally being taught the practical skills by the lecturer. This may support the previous literature regarding autonomous learning and active learning strategies (Wilson, 2012;Kelly et al, 2009).…”

“…A pivotal aspect of sports therapy teaching is practical and, as such, lecturers constantly strive to create the most suitable learning environment for students (Wilson, 2012). The use of online technologies in teaching practices in Higher Education (HE) has become more prevalent in recent years (Preston et al, 2012).…”