A descriptive study of learning processes and outcomes in two problem-based curriculum designs.
This descriptive study presents learning processes and outcomes for students from two different problem-based curricula as they studied a health care problem. Students from a more classical, integrated problem-based curriculum and students from transitional curriculum generated similar issues for se...
| Publicado en: | Journal of Physical Therapy Education (American Physical Therapy Association, Education Section) Vol. 10; no. 2; pp. 72 - 77 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
APTA Academy of Education
1996 Fall
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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=107317734&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107317734 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 08991855 IKI jtl: Journal of Physical Therapy Education (American Physical Therapy Association, Education Section) issn: 08991855 maglogo: N pubinfo: dt: 1996 Fall vid: 10 iid: 2 pid: 21142 pub: APTA Academy of Education place: Alexandria, Virginia artinfo: ui: 107317734 107317734 1997014147 107317734 ppf: 72 ppct: 5 formats: tig: atl: A descriptive study of learning processes and outcomes in two problem-based curriculum designs. aug: au: Solomon PE Binkley J Stratford PW affil: School of Rehabilitation Science, McMaster University, Hamilton, ON L9H 5E3, Canada sug: subj: Education, Physical Therapy Curriculum Problem-Based Learning Learning Methods Outcomes of Education Descriptive Research Self-Directed Learning Student Satisfaction Male Female Human Male Female ab: This descriptive study presents learning processes and outcomes for students from two different problem-based curricula as they studied a health care problem. Students from a more classical, integrated problem-based curriculum and students from transitional curriculum generated similar issues for self-study. An integrated curriculum is defined as one that is problem based from the outset. There are no subject-related courses, and the majority of the content is introduced via problems, with the problem-based tutorial being the major integrative educational event. A transitional curriculum is defined as one that commences with a traditional subject-based curriculum and gradually move toward a problem-based format as students progress through the curriculum. The students from the integrated curriculum spent more time searching for information in self-directed study and used a greater variety of resources. The students from the transitional curriculum were more satisfied with both their group's performance and their own performance. Scores on multiple-choice examinations were essentially the same for both groups. Both integrated and transitional curriculum designs are viable alternatives for physical therapy educators. This study highlights potential advantages and disadvantages of each. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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