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The following description briefly outlines how problembased studying is implemented in the preclinical part of the
program at the physical therapy school in The Hague (the
Haagse Academie voor Fysiotherapie). The description, which
is based on my observations during a 14-day visit to the school
PHYSICAL THERAPY
522
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EDUCATION
3,6
1 -3,5,6,15,16
of learning.
The relevance of what is learned is arguably self-evident because it is determined by what is needed
to understand and solve real-life patient problems. Subject
matter from many disciplines is studied and learned in an
integrated manner, and students determine and implement
their own learning tasks. These factors presumably facilitate
desirable approaches to studying.
523
524
PHYSICAL THERAPY
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EDUCATION
TABLE 1
Inventory Results from Year 1 and Year 2 of the Physical Therapy School and Comparison Between the Two Year Groups and with
Normative Values
Physical Therapy
s
Achievement Motivation
Reproducing Orientation
Meaning Orientation
Comprehension Learning Style
Operation Learning Style
Versatility
Learning Pathologies
Prediction of Success
s
13.2
10.9
14.6
14.7
12.0
30.7
21.4
70.5
3.0
3.4
3.6
2.0
2.1
5.6
5.4
10.1
13.6
11.0
15.0
14.2
12.3
31.1
21.3
71.3
Normative
Valuesa
(N = 2,208)
Year 2
(n = 88)
Year 1
(n = 99)
Learning Dimension
2.9
3.6
3.1
2.1
2.1
4.9
6.1
10.4
Pb
Pc
Pd
.42
.84
.42
.09
.37
.62
.92
.55
.01
<.001
.06
<.001
<.001
.01
<.001
<.001
.19
<.001
.37
<.001
<.001
.01
<.001
<.001
s
12.8
13.5
14.3
13.1
13.3
29.6
24.6
65.9
4.3
4.4
4.5
3.6
3.7
7.0
7.2
13.0
TABLE 2
Comparison Between Inventory Results from First-Year
Students in a Problem-based Physical Therapy School and in a
Problem-based Medical School
Learning Dimension
Physical
Therapy
(n = 99)
Medicala
(N = 70)
s
s
Achievement Motivation
Reproducing Orientation
Meaning Orientation
Comprehension Learning Style
Operation Learning Style
Versatility
Learning Pathologies
Prediction of Success
a
13.6
11.0
15.0
14.2
12.3
31.1
21.3
71.3
3.0
3.4
3.6
2.0
2.1
5.6
5.4
10.1
13.4
10.8
15.7
14.1
12.2
32.9
20.0
74.2
3.5
3.1
4.0
2.3
2.3
6.3
5.5
9.8
NS
NS
NS
NS
NS
.06
NS
.06
525
CONCLUSION
526
PHYSICAL THERAPY
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EDUCATION
APPENDIX
17. I often get criticised for introducing irrelevant ideas into essays
or discussions.
18. Often I find I have to read things without having a chance to
really understand them.
19. If conditions aren't right for me to study, I generally manage to
do something to change them.
20. Problems fascinate me, particularly where you have to work
through the material to reach a logical conclusion.
21. I often find myself questioning things that I hear in lectures or
read in books.
22. I find it helpful to "map out" a new topic for myself by seeing
how the ideas fit together.
23. I tend to read very little beyond what's required for completing
assignments.
24. It is important to me to do things better than my friends if I
possibly can.
25. Tutors seem to want me to be more adventurous in making
use of my own ideas.
26. I spend a good deal of my spare time in finding out more about
interesting topics which have been discussed in classes.
27. I seem to be a bit too ready to jump to conclusions without
waiting for all the evidence.
28. I find academic topics so interesting, I should like to continue
with them after I finish this course.
29. I think it is important to look at problems rationally and logically
without making intuitive jumps.
30. I find I have to concentrate on memorising a good deal of what
we have to learn.
527
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