Abstract
Aims/Background: Problem-based learning (PBL) has received little empirical study in sports therapy
teaching in the UK. The purpose of this study was to examine the inclusion of case based learning
(CBL) through case study scenarios on the development of clinical reasoning (CR) within a second year
undergraduate module on the Sports Therapy degree programme at a higher education institution in
the UK.
Method: The study was qualitative and exploratory in nature as a questionnaire was provided to the
participants and common themes relating to the student experience of CBL were identified. Thirty-five
students (n=35, 19 female and 16 male, mean age 21) completed the questionnaire relating to the
student experience of the use of case studies and the impact on their CR.
Findings: The findings of the study suggested that the majority of students perceived the case studies
as being beneficial in developing their CR. To develop CR, students suggested that clinical skills and
knowledge of injury must be accurate. The use of CBL invoked responses which suggested that answer
correctness was important to the students. This may emphasise a need for knowledge transfer and the
reinforcement of theory before practice.
Conclusions: Problem-based learning and CR may be promoted through the use of case studies
that provide a ‘real life, high fidelity’ type of scenario in addition to other methods of knowledge
dissemination.
Key words: n clinical reasoning n problem-based learning n case-based learning n case studies n student
experience n sports therapy
Original language | English |
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Pages (from-to) | 682-688 |
Journal | Problem-based learning and clinical reasoning in sports therapy practice |
Volume | 19 |
Issue number | 12 |
Early online date | 29 Sept 2013 |
DOIs | |
Publication status | E-pub ahead of print - 29 Sept 2013 |