Curriculum renewal in the health sciences

Does a problem-based learning approach benefit students as they enter their clinical training years? Lecturers’ and students’ perceptions

Sue B Statham, Gakeemah Inglis-Jassiem, Susan D Hanekom

Abstract


Background. This paper presents the findings of a study completed to establish the differences between the lecturers’ and students’ perceptions of a hybrid problem-based learning (PBL) approach in successfully completing a PBL module in the third year of physiotherapy training at Stellenbosch University. 

Objectives. To assess the perception of the achievement of the PBL benefits, the module outcomes, the barriers to learning and positive aspects of the module. 

Methods. A theory-based evaluation approach using both qualitative and quantitative methods was used. All students and lecturers involved with the new module were invited to participate in the study. The participants consisted of 37 students and 11 lecturers. The data were collected using questionnaires and focus group discussions for both groups. The different components of the theory (PBL methods) were used as the guiding themes for the analysis of the qualitative data. The quantitative (ordinal) data are presented using descriptive statistics.

Results. The results indicated that the module was enjoyed by both groups. The achievement of the generic outcomes for the module produced mixed results. Areas of agreement and areas of differences in perceptions relating to the achievement of the expected PBL benefits are discussed. 

Conclusion. PBL as a new methodology presents challenges for both groups; however, many of the benefits of PBL, in particular self-directed learning, were achieved. Some areas of shortfall are discussed. 

 

Authors' affiliations

Sue B Statham, Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa

Gakeemah Inglis-Jassiem, Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa

Susan D Hanekom, Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa

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Keywords

Problem-based education; Evaluation; Student perceptions; Lecturers’ perceptions; PBL methods; PBL methodology

Cite this article

African Journal of Health Professions Education 2014;6(2):185. DOI:10.7196/AJHPE.529

Article History

Date submitted: 2014-09-23
Date published: 2014-10-23

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