Abstract
The aim of this study was to investigate the approaches toward learning of undergraduate Physiotherapy students in a PBl module to enhance facilitation of learning at the Stellenbosch University, Division of Physiotherapy in South Africa. This quantitative, descriptive study utilized the revised Two-factor Study Process Questionnaire (r-SPQ-2f) to evaluate the study cohorts’ approaches toward learning in the module. results of the data instruments were analysed statistically and discussed in a descriptive manner. There were a statistically significant greater number of students who adopted a deep approach toward learning at the commencement of the academic year. Students showed a trend toward an increase in their intrinsic interest in the learning material as the module progressed. Students in the Applied Physiotherapy module (ATP) started to shift their focus from a surface learning approach to a deep learning approach. further research is needed to determine the long-term changes in approach toward learning and the possible determinants of these changes. This can be done in conjunction with the implementation of quality assurance mechanisms for learning material and earlier preparation of students for the change in the learning environment.
Highlights
The use of Problem Based Learning (PBL) is a viable instructional approach in the training of physiotherapists (Solomon, 2005)
We conducted research into the influence a PBL module have on the approaches towards learning undergra duate physiotherapy students have
Aim of the study This study aimed to identify the approach toward learning that this cohort of stud ents were adopting, as it had not yet been determined in this environment
Summary
The use of Problem Based Learning (PBL) is a viable instructional approach in the training of physiotherapists (Solomon, 2005). Research regarding approaches toward learning in PBL is not as prevalent in physio therapy as in medicine and nursing (Lewis et al 2009), (Saalu et al 2010). PBL as an instructional approach, lends itself to a self-directed, deep approach toward learning as it requires a high cognitive level of engagement by students (Loyens et al 2008). The question is does PBL as an instructional approach affect the approach students. We conducted research into the influence a PBL module have on the approaches towards learning undergra duate physiotherapy students have. Our research question was : Does a PBL module have an effect on undergraduate physiotherapy students approaches toward learning?
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
