Spalding Nicola Jane, Killett Anne
School of Allied Health Professions, University of East Anglia, Norwich, UK.
Occup Ther Int. 2010 Jun;17(2):64-73. doi: 10.1002/oti.288.
The objectives of the study was to evaluate an adapted approach to problem-based learning (PBL) on a pre-registration Masters course in Occupational Therapy at the University of East Anglia in the UK. The adaptation, named placement PBL, required students to write and select the material based on their placement experiences, for the cohort's learning. The evaluation purpose was to determine the students' views of the efficacy of placement PBL for facilitating their learning in the final 3 months of their pre-registration education. Placement PBL was evaluated using both questionnaires and focus groups, with two cohorts of students for data collection. Placement PBL was seen to provide current, relevant and complex learning scenarios that help students to move from a theoretical understanding to application of theory in the complexity of actual service situations. The authors conclude that placement PBL has the potential to prepare students for the transition from student to qualified practitioner. Both researchers were also the PBL tutors which may have affected the students' honesty in their feedback. Further research is indicated for ongoing evaluations of the effectiveness of PBL in helping students to become confident occupational therapy clinicians, and comparative studies with other learning approaches.
该研究的目的是评估英国东英吉利大学职业治疗预注册硕士课程中一种基于问题的学习（PBL）的改编方法。这种改编方法名为实习PBL，要求学生根据其实习经历编写并选择材料，以供该群体学习。评估目的是确定学生对实习PBL在其预注册教育最后3个月促进学习效果的看法。使用问卷和焦点小组对实习PBL进行评估，收集了两组学生的数据。实习PBL被认为能提供当前、相关且复杂的学习场景，帮助学生从理论理解过渡到在实际服务情境的复杂性中应用理论。作者得出结论，实习PBL有潜力帮助学生为从学生向合格从业者的转变做好准备。两位研究人员也是PBL导师，这可能影响了学生反馈的真实性。需要进一步研究以持续评估PBL在帮助学生成为自信的职业治疗临床医生方面的有效性，以及与其他学习方法的比较研究。
