Occupational therapy student experiences of a university mental health course based on an integrated application of problem-based and team-based learning
(2018) In Scandinavian Journal of Occupational Therapy 25(1). p.70-77- Abstract
Background: The goal of problem-based and team-based learning (PBL/TBL) is to maximize student engagement and encourage interactive learning. Combining these methods in course design is described as a win-win situation that optimizes student learning, professional development, and uses varied teaching approaches that fit well within health science. More research is needed in the effectiveness of such a hybrid approach. Objectives: The aim of this study was to explore student experiences of a newly developed mental health course based on an integrated application of PBL and TBL in a university occupational therapy program in Sweden. Methods: In this grounded theory study data were collected through logbooks (n = 13) and supplemental... (More)
Background: The goal of problem-based and team-based learning (PBL/TBL) is to maximize student engagement and encourage interactive learning. Combining these methods in course design is described as a win-win situation that optimizes student learning, professional development, and uses varied teaching approaches that fit well within health science. More research is needed in the effectiveness of such a hybrid approach. Objectives: The aim of this study was to explore student experiences of a newly developed mental health course based on an integrated application of PBL and TBL in a university occupational therapy program in Sweden. Methods: In this grounded theory study data were collected through logbooks (n = 13) and supplemental open-ended interviews (n = 7) at the end of the course. Results: The analysis resulted in two core categories: 1) learning is facilitated by a course design based on the integrated application of PBL and TBL, a current topic, and teachers who are perceived as engaging, and 2) a perceived safe setting facilitates learning and creates a good study environment. There were six related sub-categories. Conclusions: Combining elements of PBL and TBL may have a range of benefits in promoting student learning and professional development. Other aspects may also have a role to play.
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- author
- Lexén, Annika LU ; Hultqvist, Jenny LU and Amnér, Gunilla LU
- organization
- publishing date
- 2018
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- clinical skills, occupational therapy education, Problem-based, small group teaching
- in
- Scandinavian Journal of Occupational Therapy
- volume
- 25
- issue
- 1
- pages
- 70 - 77
- publisher
- Taylor & Francis
- external identifiers
-
- scopus:85027836478
- pmid:28818008
- pmid:28818008
- wos:000413794000008
- ISSN
- 1103-8128
- DOI
- 10.1080/11038128.2017.1367416
- language
- English
- LU publication?
- yes
- id
- 69cc490c-bcb9-4e6d-bd4d-e63a5107310d
- date added to LUP
- 2017-09-04 11:49:33
- date last changed
- 2024-09-16 07:48:22
@article{69cc490c-bcb9-4e6d-bd4d-e63a5107310d, abstract = {{<p>Background: The goal of problem-based and team-based learning (PBL/TBL) is to maximize student engagement and encourage interactive learning. Combining these methods in course design is described as a win-win situation that optimizes student learning, professional development, and uses varied teaching approaches that fit well within health science. More research is needed in the effectiveness of such a hybrid approach. Objectives: The aim of this study was to explore student experiences of a newly developed mental health course based on an integrated application of PBL and TBL in a university occupational therapy program in Sweden. Methods: In this grounded theory study data were collected through logbooks (n = 13) and supplemental open-ended interviews (n = 7) at the end of the course. Results: The analysis resulted in two core categories: 1) learning is facilitated by a course design based on the integrated application of PBL and TBL, a current topic, and teachers who are perceived as engaging, and 2) a perceived safe setting facilitates learning and creates a good study environment. There were six related sub-categories. Conclusions: Combining elements of PBL and TBL may have a range of benefits in promoting student learning and professional development. Other aspects may also have a role to play.</p>}}, author = {{Lexén, Annika and Hultqvist, Jenny and Amnér, Gunilla}}, issn = {{1103-8128}}, keywords = {{clinical skills; occupational therapy education; Problem-based; small group teaching}}, language = {{eng}}, number = {{1}}, pages = {{70--77}}, publisher = {{Taylor & Francis}}, series = {{Scandinavian Journal of Occupational Therapy}}, title = {{Occupational therapy student experiences of a university mental health course based on an integrated application of problem-based and team-based learning}}, url = {{http://dx.doi.org/10.1080/11038128.2017.1367416}}, doi = {{10.1080/11038128.2017.1367416}}, volume = {{25}}, year = {{2018}}, }