Volume : IX, Issue : I, January - 2019

Introduction of Problem Based Learning In Physiotherapy Students

Dr. Virendra K. Meshram

Abstract :

Background: In Indian scenario, dependency of students on the private tuition classes till higher secondary education is more prevalent, which in turns, transform them into passive learner. As an academician, rather than passive, the stimulation of active learning is warranted. This should be complemented by alternative forms of teaching and learning, such as e–learning, self–directed learning, problem–based learning (PBL) and collaborative projects. Owing to the physiotherapy curriculum design which is mostly based on the didactic & laboratory lectures, there is limited scope for active participation and interaction with students for the teachers. Hence, this study was aimed to introduce PBL approach to upgrade them to active learners. Methods: 20 physiotherapy undergraduate students enrolled in third year were included in this study. These students were randomly divided into two groups A and B, with 10 in each group, based on their college roll numbers. Group A was allotted with 1 PBL scenario for clinical test and time was given for gathering information from the resources available for them via liary books, internet, seniors, or peer group and they were instructed not to discuss the scenario with group A. After a set time students along with the facilitator had a discussion on scenario. The Group B students were having the didactic lecture on the same topic with other teacher in another classroom. Once the groups undergone through PBL and didactic lecture sessions a surprise theory test was carried out after 2 days to assess student’s understanding level of the clinical test in the form of structured SAQs, and their pre–post test scores was compared. Results: Paired t–test exhibited significant improvement in pre–post SAQ scores for both PBL (4+0.81, 7.7+1.25) and Didactic group (4.4+0.84, 5.6+1.07) at p< 0.05. However, PBL Group (3.7+ 1.16) performed better with SAQ Scores than Didactic Group (1.2+1.13) at p<0.05, on unpaired t–test. Conclusion: Problem–based learning approach transforms the students into active learners, and plays a vital role in prepå graduates to cope with future demands of the profession.

Keywords :

Article: Download PDF   DOI : 10.36106/ijar  

Cite This Article:

INTRODUCTION OF PROBLEM BASED LEARNING IN PHYSIOTHERAPY STUDENTS, Dr. Virendra K. Meshram INDIAN JOURNAL OF APPLIED RESEARCH : Volume-9 | Issue-1 | January-2019

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