Initial experiences of interprofessional problem-based learning: a comparison of male and female students' views.
Few studies have considered the contribution of problem-based learning (PBL) to interprofessional education, and even fewer have examined whether women and men evaluate PBL differently. This paper examines first year occupational therapy and physiotherapy students' evaluations of their initial parti...
| Publicado en: | Journal of Interprofessional Care Vol. 17; no. 1; pp. 35 - 45 |
|---|---|
| Autor principal: | |
| Formato: | questionnaire/scale research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Feb2003
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106714392&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106714392 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13561820 57N jtl: Journal of Interprofessional Care issn: 13561820 maglogo: Y pubinfo: dt: Feb2003 vid: 17 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 106714392 106714392 2004046716 10.1080/1356182021000044148 NLM12772468 106714392 ppf: 35 ppct: 10 formats: fmt: @attributes: type: P tig: atl: Initial experiences of interprofessional problem-based learning: a comparison of male and female students' views. aug: au: Reynolds F affil: Department of Health Studies, Brunel University, Osterley Campus, Borough Road, Isleworth, Middlesex TW7 5DU, UK; frances.reynolds@brunel.ac.uk sug: subj: Education, Interdisciplinary Psychosocial Factors Problem-Based Learning Psychosocial Factors Sex Factors Student Attitudes Students, Allied Health Psychosocial Factors Adult Attitude Measures Descriptive Statistics Female Male Qualitative Studies Research Instruments T-Tests Thematic Analysis United Kingdom Funding Source Human Adult: 19-44 years Female Male ab: Few studies have considered the contribution of problem-based learning (PBL) to interprofessional education, and even fewer have examined whether women and men evaluate PBL differently. This paper examines first year occupational therapy and physiotherapy students' evaluations of their initial participation in PBL, during an interprofessional module focusing on communication skills and patient-focused approaches to care. Questionnaire data included attitude ratings and qualitative evaluations of PBL. A total of 133 females and 24 males responded (comprising 83% of the total cohort). Most students were positive that PBL contributed to both personal learning and team-working skills. Both female and male students felt able to express their opinions within the seminar groups and were positive that their understanding of therapists' roles within the multidisciplinary team had increased. However, women expressed rather more trust in the information provided by other students, confirmed greater enjoyment in taking responsibility for their own learning and had more positive views about working with students from another course. In their qualitative comments, more women made reference to enjoying the social aspects of PBL (such as group work, support and collaboration). The gender differences were not substantial but those that were observed support previous researchers' arguments that women are more inclined to be 'connected learners' who value the social aspects of learning contexts. The findings overall suggested that PBL made a positive, well-received contribution to learning during an interprofessional module. pubtype: Academic Journal doctype: questionnaire/scale research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|