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Problem Based Learning

In 1995 a problem-based approach was implemented within the profession-specific subjects in the curriculum, namely Science of Occupation and Occupational Therapy. This method of teaching actively involves students in discovering the knowledge base of the profession, and helps prepare them to solve the problems they will encounter during fieldwork.

Cooperative learning is the foundation of PBL and prepares students for multidisciplinary teamwork in their careers. Group problem-solving tutorials, feedback and inquiry seminars, fieldwork and skills laboratories are used in place of formal didactic lectures.

Under guidance of a tutor, students actively direct the setting of their own learning objectives and find solutions within a framework of prescribed course objectives. Multiple resources - including both written materials and expert contact people - are made available to help the students achieve this.

Problem scenarios are carefully constructed, based on real-life situations. They are graded to allow the students to sequentially develop the knowledge and skills necessary for clinical competence.

Through PBL, the Wits Department of Occupational Therapy aims to help create lifelong learners and problem-solvers, producing graduates who can contribute meaningfully to the development of health in South Africa. Recognising that PBL can be challenging to those from a traditional passive-learning school background, the Department offers a compulsory introductory course to PBL at the beginning of the first year of study.

What is Problem-based learning?

Problem-based learning (PBL) is an education strategy where the student becomes the main driver of learning and the teacher becomes a facilitator of this learning process.  The PBL process hinges on the student being able to research a problem and come up with solutions, with the teacher guiding and facilitating the process, but not teaching.  Problem-based learning is dependent on you the student getting involved and directing your learning.  The facilitator of your PBL group is not there to give you answers, but rather to ask pointed questions, to stimulate your own thinking, to draw on your own knowledge and to guide you to appropriate resources.  PBL relies heavily on the principles of adult learning.

At the Wits occupational therapy department, we use the 7-leap PBL process.

Steps in the 7-leap PBL process are as follows:

  • Read the problem and define any terms
  • Discuss the focus and the scope of the problem/scenario
  • Discuss the issues raised in the problem focus and their implication for the problem/scenario (Brainstorm the collective knowledge within the group about the issues)
  • Organise information into themes:
    • Set learning objectives
    • Access resources to answer learning objectives
    • Apply the knowledge to the problem scenario and feedback to the group and testing of new knowledge

For groups to work well, everybody needs to know and understand their role in the group and participate actively. We have an introductory problem scenario in the first year to introduce students to the PBL process and to orientate them to the PBL process of learning.

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