How should the effectiveness of problem-based learning in occupational therapy education be examined?
Our aim in discussing the issue of educational outcomes of PBL has been to provoke discussion among occupational therapy educators and researchers. Future collaboration and research should involve occupational therapy educational programs that use PBL and those who have yet to access this teaching-learning method. Multisite studies would allow the evaluation of different teaching methods of clinical reasoning and their respective efficacies. Germane instruments that are easy to use and that effectively measure clinical reasoning in occupational therapy must be developed to supplement the qualitative research that is being undertaken. Such research will support and validate the use of resources and constructively contribute to accountability. PBL may be valuable for promoting adaptive learning in students, which will help them and the profession stay informed and proactive and ensure best practice in a rapidly changing health care environment. This article is a call for educators to collaborate in educational outcome research studies. The traditional methods of evaluation, such as pass rates on national certification examinations, may not demonstrate the multidimensional learning and cognitive growth acquired in PBL; therefore, there is a need to generate validating research about the efficacy of PBL in occupational therapy education. If we are to undertake the challenging task of measuring the development of clinical reasoning, research will require creativity and reflection, hallmarks of the PBL process.
Vroman
K G
KG
University of New England, Biddeford, Maine 04005-9599, USA. kmcleod@mailbox.une.edu
MacRae
N
N
D003479:Curriculum; D006801:Humans; D017145:Models, Educational; D009788:Occupational Therapy / Q000193:education*; D017063:Outcome Assessment, Health Care; D018794:Problem-Based Learning