Problem-based learning within occupational therapy education

Davys, D; Pope, KH

Abstract

The Directorate of Occupational Therapy at Salford University adopted a modified Problem Based Learning (PBL) approach within the newly validated programme in March 2004 to ensure that students have training that deems them fit for practice in today’s health service and meets the demands of current academic, professional and societal contexts (Directorate of Occupational Therapy 2004). The use of such an approach was advocated by the National Committee of Inquiry into Higher Education in (1997) and the Department of Health 2000 in the Meeting the Challenge document. These reports called for a self-directed and flexible learning approach as opposed to more traditional teacher-led sessions. As some directorates of Occupational Therapy consider the introduction of a PBL approach within their curriculum, others are turning away. The authors of this opinion paper have two years experience in delivering a PBL curriculum and have developed an awareness of both the advantages and pitfalls of this style of educational delivery.

Citation

Davys, D., & Pope, K. (2006). Problem-based learning within occupational therapy education. British Journal of Occupational Therapy, 69(12), 572-574

• Journal Article Type: Article
• Publication Date: Dec 1, 2006
• Deposit Date: May 17, 2011
• Publicly Available Date: May 17, 2011
• Journal: British Journal of Occupational Therapy
• Print ISSN: 0308-0226
• Publisher: SAGE Publications
• Peer Reviewed: Peer Reviewed
• Volume: 69
• Issue: 12
• Pages: 572-574
• Related Public URLs: http://www.ingentaconnect.com/content/cot/bjot/2006/00000069/00000012/art00007