Student adaptation to problem-based learning in an entry-level master's physical therapy program

Abstract

The purpose of this study was to describe physical therapy students' perceptions of how they were adapting to problem-based learning in an entry-level Master's program. Fifty-one students wrote weekly journal entries about their learning during their first academic unit. Three faculty members independently read and coded the entries and worked together to form categories and themes. Member checking was used to further verify the data interpretation. Tutorial sessions, evaluations, clinical experiences, and accessing resources were the most frequently mentioned learning events. The students were initially overwhelmed by the program demands, but quickly developed strategies to deal with each new challenge. In the process, they gained confidence and, by the end of the unit, acknowledged their significant accomplishments. The themes associated with the adaptation to problem-based learning included the students' need to: establish their own learning structure, learn more efficient and effective means of accessing information, develop ways of coping with stress, and receive confirmation of their learning. Additional themes were: students' awareness of group dynamics, the difficulty and value of giving and receiving feedback, and the value of the educational process to both their learning and to the practice of physical therapy.