Supporting students in their study of evidence informed practice using a problem based learning approach

Pippa Steele, Simon Igo

Research output: Contribution to conferencePoster

3 Downloads (Pure)

Abstract

Background
The “Evidence Informed Practice (EIP) and Decision Making” module introduces physiotherapy students to the principles of evidence based practice and research. The module is part of a Collaborative Curriculum education strategy. This strategy was designed to develop health and social care practitioners that function at the highest capability in delivering high quality care through strong inter-professional education and collaborative practice. This module was delivered using a guided approach to problem based learning (PBL).The guided PBL approach places students at the centre of the learning process by presenting students with a practice based trigger as a stimulus to focus learning around EIP and its application in the real and complex world of clinical practice.

Purpose
Problem Based Learning has been adopted within health professional curricula, albeit with some scepticism, as this active form of learning is believed to assist in easier retrieval and integration of knowledge once in practice. However, little research investigates how physiotherapy students adapt to this pedagogical style. This study aimed to explore physiotherapy students’ experience and perceptions of PBL within the EIP module with the objective to develop resources to support future students and enhance their engagement and facilitate their transition into the PBL process.

Methods
A participatory action research approach was used in order to address the aims of this research. This study represents the first stage of a much larger project. Participatory action research proposes to engage researchers and participants in the inquiry of a thematic concern and produce practical knowledge that is useful for action. In this case how to best support and enhance student engagement in the PBL process. From an undergraduate physiotherapy cohort, and using purposive sampling, eight students were recruited in this study. A focus group was conducted which aimed to explore students pre-perceptions of PBL. Thematic analysis was used with the analytic intention of identifying and reflecting on key themes to develop educational resources and strategies to support students’ transition into PBL. Peer review of findings, participant validation and reflexive dialogues were used to enhance the rigour of this study.

Results
The notion of a “PBL pedagogical threshold concept” emerged from the data and comprised of 4 key themes: readiness for PBL, “standing at the door”; learning conflict, “hesitancy crossing the threshold”; and the learning bridge, “moving across the threshold and transitioning into PBL.

Conclusions
Students described and demonstrated tacit understandings of PBL which was rooted in their past learning experiences. Students were hesitant and apprehensive about PBL and were unsure about trusting their ability to learn the right things at the right time. They were concerned that non engagement of others would demotivate their engagement with PBL. Experience of PBL on placement was the most important learning bridge.


Implications
•Raise awareness of PBL on placement to facilitate the transition into class room PBL.
•Raising awareness of PBL didactically does not impact on students understandings of this approach.
•Recognise the pedagogical threshold concept and acknowledge it implications for students.
Original languageEnglish
Publication statusPublished - 2 Jul 2017
EventWorld Confederation of Physical Therapy Congress - Cape Town, South Africa
Duration: 2 Jul 20175 Jul 2017
http://www.wcpt.org/congress (Link to the conference website)

Conference

ConferenceWorld Confederation of Physical Therapy Congress
Abbreviated titleWCPT
CountrySouth Africa
CityCape Town
Period2/07/175/07/17
Internet address

Fingerprint

learning
evidence
student
pedagogical concept
learning process
action research
experience
education curriculum
peer review
learning method
research approach
resources
health professionals
stimulus
dialogue
decision making
curriculum
ability
health

Keywords

  • PBL
  • Pedagogy
  • Evidence informed practice

Cite this

Steele, P., & Igo, S. (2017). Supporting students in their study of evidence informed practice using a problem based learning approach. Poster session presented at World Confederation of Physical Therapy Congress, Cape Town, South Africa.

Supporting students in their study of evidence informed practice using a problem based learning approach. / Steele, Pippa; Igo, Simon.

2017. Poster session presented at World Confederation of Physical Therapy Congress, Cape Town, South Africa.

Research output: Contribution to conferencePoster

Steele, P & Igo, S 2017, 'Supporting students in their study of evidence informed practice using a problem based learning approach' World Confederation of Physical Therapy Congress, Cape Town, South Africa, 2/07/17 - 5/07/17, .
Steele P, Igo S. Supporting students in their study of evidence informed practice using a problem based learning approach. 2017. Poster session presented at World Confederation of Physical Therapy Congress, Cape Town, South Africa.
Steele, Pippa ; Igo, Simon. / Supporting students in their study of evidence informed practice using a problem based learning approach. Poster session presented at World Confederation of Physical Therapy Congress, Cape Town, South Africa.
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abstract = "BackgroundThe “Evidence Informed Practice (EIP) and Decision Making” module introduces physiotherapy students to the principles of evidence based practice and research. The module is part of a Collaborative Curriculum education strategy. This strategy was designed to develop health and social care practitioners that function at the highest capability in delivering high quality care through strong inter-professional education and collaborative practice. This module was delivered using a guided approach to problem based learning (PBL).The guided PBL approach places students at the centre of the learning process by presenting students with a practice based trigger as a stimulus to focus learning around EIP and its application in the real and complex world of clinical practice. PurposeProblem Based Learning has been adopted within health professional curricula, albeit with some scepticism, as this active form of learning is believed to assist in easier retrieval and integration of knowledge once in practice. However, little research investigates how physiotherapy students adapt to this pedagogical style. This study aimed to explore physiotherapy students’ experience and perceptions of PBL within the EIP module with the objective to develop resources to support future students and enhance their engagement and facilitate their transition into the PBL process. MethodsA participatory action research approach was used in order to address the aims of this research. This study represents the first stage of a much larger project. Participatory action research proposes to engage researchers and participants in the inquiry of a thematic concern and produce practical knowledge that is useful for action. In this case how to best support and enhance student engagement in the PBL process. From an undergraduate physiotherapy cohort, and using purposive sampling, eight students were recruited in this study. A focus group was conducted which aimed to explore students pre-perceptions of PBL. Thematic analysis was used with the analytic intention of identifying and reflecting on key themes to develop educational resources and strategies to support students’ transition into PBL. Peer review of findings, participant validation and reflexive dialogues were used to enhance the rigour of this study.Results The notion of a “PBL pedagogical threshold concept” emerged from the data and comprised of 4 key themes: readiness for PBL, “standing at the door”; learning conflict, “hesitancy crossing the threshold”; and the learning bridge, “moving across the threshold and transitioning into PBL.ConclusionsStudents described and demonstrated tacit understandings of PBL which was rooted in their past learning experiences. Students were hesitant and apprehensive about PBL and were unsure about trusting their ability to learn the right things at the right time. They were concerned that non engagement of others would demotivate their engagement with PBL. Experience of PBL on placement was the most important learning bridge.Implications•Raise awareness of PBL on placement to facilitate the transition into class room PBL.•Raising awareness of PBL didactically does not impact on students understandings of this approach.•Recognise the pedagogical threshold concept and acknowledge it implications for students.",
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KW - PBL

KW - Pedagogy

KW - Evidence informed practice

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