Problem effectiveness in an occupational therapy problem-based learning course.
OBJECTIVE: The purpose of this study was to evaluate students' perceptions of the extent to which faculty-generated learning objectives were addressed in a problem-based learning (PBL) course. METHOD: Twenty-seven students enrolled in a 12-week PBL course were randomly divided by age, gender, and gr...
| Publicado en: | American Journal of Occupational Therapy Vol. 55; no. 4; pp. 455 - 463 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Occupational Therapy Association
Jul/Aug2001
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| 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=107076159&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107076159 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02729490 44I jtl: American Journal of Occupational Therapy issn: 02729490 maglogo: N pubinfo: dt: Jul/Aug2001 vid: 55 iid: 4 pid: 6680 pub: American Occupational Therapy Association place: North Bethesda, Maryland artinfo: ui: 107076159 107076159 86055573 2001113454 10.5014/ajot.55.4.455 NLM11723991 107076159 ppf: 455 ppct: 8 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Problem effectiveness in an occupational therapy problem-based learning course. aug: au: Stern P D'Amico FJ affil: Assistant Professor, Duquesne University, Occupational Therapy Department, John G. Rangos, Sr. School of Health Sciences, 227 Health Sciences Building, Pittsburgh, Pennsylvania 15282; stern@duq.edu sug: subj: Problem-Based Learning Behavioral Objectives Students, Occupational Therapy Student Attitudes Random Assignment Visual Analog Scaling Repeated Measures One-Way Analysis of Variance Descriptive Statistics Chi Square Test Course Content Human ab: OBJECTIVE: The purpose of this study was to evaluate students' perceptions of the extent to which faculty-generated learning objectives were addressed in a problem-based learning (PBL) course. METHOD: Twenty-seven students enrolled in a 12-week PBL course were randomly divided by age, gender, and grade point average into four tutorial groups. Each group rated on a 10-cm visual analog scale their perceptions of how well they believed the objectives for each of four cases were addressed. Repeated-measures analysis of variance was used to test the average differences among the tutorial groups for each case. Further, post hoc tests were performed to compare the means among groups for each objective. RESULTS: No significant differences were found in the average perceptions among the tutorial groups for any of the four cases. Student ratings indicated their overall perception that within each problem, preset objectives had been met. CONCLUSION: The results support that students' interpretations of learning objectives for PBL cases are consistent with the problem developers' intended learning objectives. In addition, the similarities in the average scores for learning objectives across the four tutorial groups support the notion that PBL outcomes can be consistent among students, even though their study and discussions are in separate groups with different facilitators. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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