An interdisciplinary problem-based learning project for assistive technology education.
The purpose of this paper is to describe the development, implementation, and outcomes of an extended problem-based learning project imbedded in an interdisciplinary assistive technology course. Students representing four health care disciplines worked together in small groups to address the complex needs of clients with significant issues regarding assistive technology (seating and mobility, augmentative communication, and computer access) and adaptive function. Problem-based learning was seen as a way to enhance the students' clinical reasoning and problem-solving skills and provide a "real life" treatment in a team experience. Formal and informal course evaluation results yielded qualitative data that reflected highly favorable impressions of the problem-based learning project, as well as suggestions for the future.
Stern
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Duquesne University, John G. Rangos, Sr. School of Health Sciences, Department of Occupational Therapy, Pittsburgh, Pennsylvania 15282, USA.
Trefler
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D000222:Adaptation, Physiological; D002547:Cerebral Palsy / Q000534:rehabilitation; D002561:Cerebrovascular Disorders / Q000534:rehabilitation; D002648:Child; D002983:Clinical Competence; D003142:Communication; D006233:Persons with Disabilities; D005260:Female; D005544:Forecasting; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D008875:Middle Aged; D009068:Movement; D010348:Patient Care Team; D011187:Posture; D011340:Problem Solving; D018794:Problem-Based Learning; D016730:Program Development; D015397:Program Evaluation; D012046:Rehabilitation / Q000193:education*; D013334:Students; D013672:Technology / Q000193:education*; D013850:Thinking; D014584:User-Computer Interface