An investigation into problem solving in education: a problem-solving curricular framework.
The purpose of this study was to examine how two aspects of teaching, mastery of content and problem solving, could be linked in a curricular framework. A professional educational program in physical therapy which had been developed to teach both content and problem solving was evaluated. The subjects for the study were 81 students in a baccalaureate program in a Midwestern medical school who participated in this problem-solving curriculum. The primary assessment instrument used was the Watson-Glaser Critical Thinking Appraisal. Findings indicated that performance on a test of critical thinking was affected by the curriculum. Regression analysis indicated that one course designed as an introduction to problem solving was significantly related to changes in problem-solving skill scores. Although significant change in the test scores did occur, these changes were not evident until the completion of the year-long program. Differing effects for lecture and field experience (or patient care) courses were not observed, and traditional measures such as grade point averages had no statistical relationship to problem-solving skill scores.
D000293:Adolescent; D000328:Adult; D003479:Curriculum; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D026741:Physical Therapy Modalities / Q000193:education*; D011340:Problem Solving