Enhancing the Clinical Reasoning Skills of Music Therapy Students through Problem Based Learning

Abstract

Development of music therapy student clinical reasoning skills is important to ensure ethical and effective therapeutic practice. This action research project sought to evaluate a problem based learning activity with students in their first year of clinical training with an emphasis on developing clinical reasoning skills. Qualitative and quantitative data were sourced from entry and exit surveys, student assessment tasks, and lecturer feedback. Trustworthiness and reflections on the intervention and results were enhanced through discussion with other academics. Results indicate that students were better able to justify clinical decisions, source appropriate literature to support and check decisions, and felt more confident and competent in making clinical decisions. Further research into what constitutes effective lecturer feedback is needed in future studies.