Student perspectives on problem-based learning in an occupational therapy curriculum: A multiyear qualitative evaluation

Objectives. Problem-based learning (PBL) is increasingly being wed within h ealth care professional educational programs to develop critical thinking s kills via a learner-centred approach. However few studies have evaluated th e effect of participation in a PBL-centered curriculum on occupational ther apy knowledge and skill development over time from the perspective of the s tudents involved. This study examined student evaluations of the first thre e class cohorts participating in a PBL-based curriculum. Method. A participatory action design study involving qualitative student-l ed focus groups ic,as conducted with 154 students across 2 years of the edu cation program. Fourteen focus groups were audiotaped, and those audiotapes were transcribed by an outside expert, followed by two level of analysis b y program faculty members and a member check by student participants. Results. Themes that emerged from the data analysis related to (a) defining elements of PBL, (b) the role of students and faculty members, (c) learnin g strategies used by students in a PBL versus traditional education program , (d) the challenges of a PBL approach, and (e) PBL's relationship to clini cal reasoning and occupational therapy practice. Conclusions. Students perceived that a PBL approach adopted consistently ac ross the curriculum contributed to the development of information managemen t critical reasoning, communication, and team-building skills; however, ide ntified challenges were time and role management, information access, instr uctor versus PBL expectations and produces, and coping with the ambiguity o f knowledge and reasoning.