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ERIC Number: EJ1012097
Record Type: Journal
Publication Date: 2013
Pages: 20
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0309-877X
A Qualitative Investigation into How Problem-Based Learning Impacts on the Development of Team-Working Skills in Occupational Therapy Students
Seymour, Alison
Journal of Further and Higher Education, v37 n1 p1-20 2013
It has been suggested that problem-based learning (PBL) has a positive impact on the team-working skills of medical, health and social care students. These skills are important for graduates to master to enable effective collaborative working in today's diverse health and social care settings. What is not clear from the literature is how students develop these skills through the PBL experience. This study used a qualitative method of open, in-depth interviews to explore the perceptions of ten occupational therapy students regarding the development of their team-working skills as they completed a PBL course. The research aimed to investigate how a PBL curriculum impacted on the development of team-working skills and how this prepared the students for professional practice in respect to working as part of a team on completion of the course. The interview data was analysed using thematic analysis and four key themes relating to team working were identified: socio-emotional skills; the arena; the process; confidence. The findings of this project demonstrate what aspects of a PBL curriculum have an impact on the development of team-working skills from the students' perspective. It will have value for educators of health and social care students as it supports the benefits of PBL as an appropriate teaching method to develop vital team-working skills in graduates and future practitioners. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A