Acquiring professional skills through a problem-based learning course in a subject-based curriculum.

Background: Professional skills, including team-work, self-directed learning and accountability are applicable to a range of clinical scenarios and contexts. Theoretically, these skills can be acquired by a course of learning
within a problem-based learning (PBL) paradigm. The aim of the study was to
evaluate student perceptions of learning achievement and student acceptance of a PBL unit of study (course) in paediatric physiotherapy that was embedded
within an established subject-based physiotherapy curriculum.
Method: The study had two phases and involved two student cohorts, with
some revisions to the second cohort’s learning program and the questionnaire
based on findings from the first cohort investigation. In Phase 1 (cohort 1), 154
(82 per cent) of the students completed questionnaires evaluating the learning
program. Focus groups were conducted ten months later with 18 students. In Phase 2 (cohort 2), 118 (62 percent) of the students completed a revised
questionnaire. For Phase 1, mean rating agreement for meeting all learning
outcomes was between 84 per cent and 97 per cent. Most suggestions from
the questionnaires and focus groups concerned unit structure and process.
Results: For Phase 2, mean rating agreement for meeting all learning
objectives was between 88 per cent and 96 per cent. Students’ perceptions
that they had attained pre-determined learning outcomes were consistent with
their final marks and performance in the final oral examination.
Conclusion: Students can achieve learning outcomes from an embedded
PBL unit of study and derive benefits such as confidence in applying
knowledge to novel situations.