Introduction of Problem-based Learning in a School of Physiotherapy

This change project consisted of designing and implementing a module to the Final year undergraduate physiotherapy students using a problem-based learning approach. During this module the students were divided into four groups and each group was facilitated throughout the module by a member of the academic staff. The students were presented with two problems. The students discussed the problems in their small groups. Afterwards, the students engaged in independent study on the learning issues identified outside the small group session. They returned to their group some days later and shared / applied what they had learnt. The initiative was driven by the challenge to prepare the students for the diversity of the working environment in which they will practice. In addition, this initiative was also driven by a need to meet the challenge of providing students with highest quality in teaching and learning experience. The HSE Change model (2008) guided the change process. The module was implemented in May 2013. Evaluation of the process was undertaken using Stufflebeam’s (2007) Context, Input, Process and Product (CIPP) evaluation model. Acknowledgment and positive feedback from the staff and students were considered as significant enablers by the change leader. Further implementation is recommended on a gradual basis.