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Occupational therapy student experiences of a university mental health course based on an integrated application of problem-based and team-based learning

Lexén, Annika LU ; Hultqvist, Jenny LU and Amnér, Gunilla LU (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
; and
organization
publishing date
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
2024-04-14 17:04:08
@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}},
}