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Problem-based learning and the promotion of problem solving: choices for physical therapy curricula.

Proponents of problem-based learning (PBL) have stated that its approach helps students develop effective and efficient problem-solving skills. The purpose of this article is threefold: (1) to explain the differences between PBL and problem solving, (2) to review the current literature on PBL for ev...

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Published in:Journal of Physical Therapy Education (American Physical Therapy Association, Education Section) Vol. 15; no. 1; pp. 26 - 32
Main Author: Jefferson JR
Format: tables/charts Journal Article
Published: APTA Academy of Education 2001 Spring
Online Access:View this record in EBSCOhost
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      dt: 2001 Spring
      vid: 15
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      pub: APTA Academy of Education
      place: Alexandria, Virginia
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        atl: Problem-based learning and the promotion of problem solving: choices for physical therapy curricula.
      aug:
        au: Jefferson JR
        affil: Assistant Professor, Dept of Physical Therapy, University of South Alabama, Mobile, AL 36604; jjeffers@jaguar1.usouthal.edu
      sug:
        subj:
          Problem-Based Learning
          Education, Physical Therapy
          Problem Solving
      ab: Proponents of problem-based learning (PBL) have stated that its approach helps students develop effective and efficient problem-solving skills. The purpose of this article is threefold: (1) to explain the differences between PBL and problem solving, (2) to review the current literature on PBL for evidence that PBL promotes the development of problem-solving skills, and (3) to suggest alternative strategies to promote problem solving in physical therapy curricula. Problem-based learning uses problem solving but is much more than just problem solving. Problem-based learning is a curriculum-wide approach, it is a problem-first approach, it is integrative across disciplines, and it is metacognitive in its form of evaluation. The literature suggests that repeated exposure to PBL sessions does not improve students' problem-solving skills. Recent evidence suggests that clinical expertise is related to the extent of a person's knowledge base, and in that respect PBL, with it's de-emphasis on content, may actually be deterring the problemsolving process. The use of PBL should be selective, and highly structured, if our instructional goal is the promotion of clinical problem-solving skills.
      pubtype: Academic Journal
      doctype:
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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