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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 (2017) In Scandinavian Journal of Occupational Therapy p.1-8
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
organization
publishing date
type
Contribution to journal
publication status
in press
subject
keywords
clinical skills, occupational therapy education, Problem-based, small group teaching
in
Scandinavian Journal of Occupational Therapy
pages
8 pages
publisher
Taylor & Francis
external identifiers
  • scopus:85027836478
  • pmid: 28818008
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
2017-09-05 03:00:08
@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},
  keyword      = {clinical skills,occupational therapy education,Problem-based,small group teaching},
  language     = {eng},
  month        = {08},
  pages        = {1--8},
  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},
  year         = {2017},
}