Abstract
Background: Adapting to problem-based professional education can be perceived as very stressful by health science students. Purposes: This qualitative study identified stressors related to adapting to problem-based learning (PBL). Methods: Forty physiotherapy students kept reflective journals documenting their perceptions of how they were adjusting to problem-based education during a 14-week introductory unit of a 24-month program. Results: The following stressors were identified: (a) the uncertainty of the breadth and depth of the knowledge required, (b)the time needed for self-directed study, (c) a misunderstanding of PBL and the faculty role, and (d)a lack of confidence in one' s ability to be successful. The small-group learning typical of PBL necessitates a different skill set, which also was a source of anxiety. Conclusions: There are a number of stressors that are unique to adapting to PBL. Although some stress is inevitable, educators may be able to implement strategies to ease the students' transition to a different educational approach. Student journals are useful tools that assist in identification of the stressors.
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