STUDENT PERCEPTIONS OF A PROBLEM-BASED LEARNING COURSE

Within occupational therapy education, there has been increased attent ion to curricula and courses that emphasize problem solving, clinical reasoning and synthesis of information across traditional discipline-s pecific boundaries. This article describes the development, implementa tion, and outcomes of a problem-based learning course entitled Selecte d Cases in Occupational Therapy. The course was designed to help stude nts to integrate the various elements of a specific occupational thera py curriculum and to enhance their abilities to respond to an ever-cha nging health care environment. An evaluation of the course by the firs t 11 students who completed it revealed both strengths and weaknesses. Students responded that the course enhanced their professional behavi or, including interpersonal communication skills, team work, and follo w-through with professional responsibilities; helped them to integrate the various elements of the total occupational therapy academic progr am; enhanced their clinical reasoning skills by providing a structure for thinking through clinical issues; and provided personal gain or be nefit (i.e., students perceived the course to be a valuable, realistic and motivating experience). The students also identified several spec ific course elements that contributed to its integrating function, inc luding content, class session format, and students' role. Identified c ourse weaknesses included the methods of evaluating student performanc e and the format and content of specific cases.