The Transfer of Problem-Based Learning Skills to Clinical Practice

Stanton, M.; Guérin, Suzanne; Barrett, Terry

doi:10.7771/1541-5015.1678

Cited by 9 publications

(3 citation statements)

References 26 publications

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“…PBL promotes more authentic work-related assessment tasks that prepare students better for future employment (Price, Carroll, O'Donovan, & Rust, 2011). Postgraduate health professional education delivered through PBL has been shown to develop better patient centred care and evidence-based proactive clinical practice (Stanton, Guerin, & Barrett, 2017). In physiotherapy entry-level education, from the perspective of clinicians, PBL allows transferable skills inherent in the PBL approach to be directly applied to clinical practice, skills identified as a holistic, problem-solving approach and effective team-working (Gunn, Hunter, & Haas, 2012).…”

Section: Introductionmentioning

confidence: 99%

“The more you did, the more it made sense”: Problem‐based learning to improve early evidence‐based practice in an undergraduate physiotherapy professional programme

Lennon

Phelan

Wallace

et al. 2019

Physiotherapy Res Intl

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Background and Purpose Evidence‐based practice (EBP), which integrates clinical reasoning skills, research evidence, and patient preference, has become standard in curricula for health care professional programs. Students however perceive EBP as difficult and often irrelevant to clinical practice. Methods A problem‐based learning (PBL) approach is trialled in an early stage module where EBP knowledge and skills are stated learning outcomes. Prior to this, the content‐based approach to EBP teaching and learning received negative student feedback. The impact of delivering EBP through PBL is evaluated by comparing 5 standard Likert feedback scales and open‐ended question responses relating to the EBP instruction in the module before and after a PBL approach was implemented. The impact of a PBL approach on EBP profiles is further examined under domains (relevance, sympathy, terminology, practice, and confidence) of the validated Evidence‐based Practice Profile Questionnaire. Results All mean Likert scores relating to subject understanding, relevance of assessments, achievement of learning outcomes, teaching, and overall module satisfaction improved when the PBL approach was compared with the lecture‐based format (p < 0.05). Student comment post‐PBL continued to identify EBP as a difficult concept, but now comments on the teaching and assessment approach were mainly positive, addressing the collaborative nature of PBL, identifying EBP, communication and team‐working skills acquired, praising the real life, practical application of EBP taken, and commenting on improvement in EBP self‐efficacy. Within group change in the Evidence‐based Practice Profile Questionnaire following a PBL approach identified significant improvement in EBP domains of terminology (mean change 3.38; p < 0.001); practice (mean change 16.5; p < 0.001), and confidence (mean change 10.1; p = 0.008). Conceptual links, based on constructivist underpinnings of PBL and EBP, are developed in the paper. Conclusions Using mixed methods evaluation, PBL is effective at promoting early EBP. Students identified with the interactive, collaborative, and experiential nature of PBL to EBP instruction.

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Section: Introductionmentioning

confidence: 99%

“The more you did, the more it made sense”: Problem‐based learning to improve early evidence‐based practice in an undergraduate physiotherapy professional programme

Lennon

Phelan

Wallace

et al. 2019

Physiotherapy Res Intl

Self Cite

View full text Add to dashboard Cite

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“…PBL in health-based degrees is often usefully based upon real clinical cases/scenarios, which have the benefit of providing a strong contextual platform as motivation for students' learning. Case-based learning (CBL), in its various formats, is widely used in medical education: the subset of CBL used in medical PBL courses appears to reinforce the principles of PBL through the synthesis of discipline-based knowledge in a context that engages the learners (Patterson et al, 2007;Malher et al, 2009;Stanton et al, 2017). Whilst there is no clear consensus about the depth/ breadth of declarative knowledge that students gain through PBL versus traditional teaching methods (e.g., Bokey et al, 2014), PBL has proven to improve engagement (or, at least as importantly, discourage disengagement) and improve students' skills across a panoply of non-declarative domains (Lane, 2008).…”

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confidence: 99%

Problem-based Learning, a Tool to Develop Critical Thinking Skills of Undergraduate Veterinary Students

De Silva,

Rabel,

Samita

et al. 2024

ijpbl

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A major change embraced during a recent review of the Bachelor of Veterinary Science (BVSc.) curriculum of University of Peradeniya, Sri Lanka, was implementation of student-centred learning. Thus, a series of courses; ‘Integrated Veterinary Sciences’, delivered using Problem-based Learning (PBL), were introduced. As PBL is novel to the curriculum, this study was aimed to evaluate veterinary undergraduates’ perception on such a PBL-driven course which has been evaluated for the first time in Sri Lanka. PBL sessions were conducted with volunteers of all four academic year groups. Responses were assessed, using a questionnaire, on the opportunity for improving critical thinking, discussions, facilitator guidance, e-learning and overall satisfaction of using PBL. Over 85% of students across all groups agreed that the PBL had been effective: the highest level of agreement was on the potential to improve critical thinking. There were statistically significant differences between year groups for satisfaction with facilitators’ guidance and overall satisfaction; which may reflect differences in either content or facilitators’ experience between year groups. PBL was well-received as a method for use in the veterinary curriculum, Sri Lanka, suggesting the possibility of its widespread use for vertical and horizontal integration. Teacher training and improving facilities would ensure the success.

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“…, it is important sonographers develop problem solving skills to ensure they are ready for the clinical environment. The continued integration of problem based clinical scenarios and intensive skill training within a curriculum can improve the postgraduates' clinical and technical knowledge 21. Health and medical science students demonstrated improved satisfaction with clinical reasoning and critical thinking training skills when digital problem based scenarios were implemented 22.…”

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confidence: 99%

Work readiness attributes: Comparative views of clinical supervisors and final year sonography students

2021

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Introduction: Graduate sonographers possess the necessary knowledge and practical skills for employment, but personal characteristics and behavioural skills can also affect employability prospects. There is a lack of research regarding important characteristic traits of graduate sonographers. This research aims to determine what personal, interpersonal, and professional attributes clinical supervisors think are important and compare these answers to final year student sonographers.Methods: An online questionnaire was designed and provided to clinical supervisors and final year sonography students from a single institution. Their anonymous responses were recorded, analysed, and compared.Results: Reponses were obtained from 65 clinical supervisors and 39 final year students. There was a statistically significant difference in 10 of the 18 attributes, and these mainly trended from the personal characteristics and organisational acumen categories. Student results rated 'works as a team', 'technical knowledge', and 'communication with a range of people' to be of the highest importance whilst clinical supervisors felt 'communication with a range of people', 'seeks support', 'technical knowledge', and 'clinical reasoning' were vital for new graduates. Both groups agreed 'communication with a range of people' and 'seeks support' were important skills. Conclusion:This research demonstrates both supervisors' and graduates' views of necessary work-related traits for new sonography graduates. Overall, both groups had similar views regarding social intelligence and work competence attributes but diverged when it came to personal and organisational acumen categories. Education could be incorporated into the sonography student curriculum to ensure future students are aware of characteristics that might enhance their job prospects and career performance.

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The Transfer of Problem-Based Learning Skills to Clinical Practice

Cited by 9 publications

References 26 publications

“The more you did, the more it made sense”: Problem‐based learning to improve early evidence‐based practice in an undergraduate physiotherapy professional programme

“The more you did, the more it made sense”: Problem‐based learning to improve early evidence‐based practice in an undergraduate physiotherapy professional programme

Problem-based Learning, a Tool to Develop Critical Thinking Skills of Undergraduate Veterinary Students

Work readiness attributes: Comparative views of clinical supervisors and final year sonography students

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