Abstract
The Physiotherapy practice thresholds for Australia and New Zealand identify being a collaborative practitioner as a key role, because collaborative health care practice has been linked with improved healthcare safety, efficiency and quality, as well as improved client and staff satisfaction.
Problem based learning is a student-centred pedagogical approach, where groups of students address an ill-structured problem. The key goals of problem based learning are to develop adaptable knowledge, problem solving skills, and collaborative practice.
Aim: To explore the role of problem based learning in the development of collaborative practice skills in student physiotherapists
Discussion: Collaborative practice requires shared goals, shared decision making and interdependency. Numerous skills and qualities are required, individually and collectively, for collaboration to occur. Collaborative practice approaches are heavily influenced by the context, purpose and length of the collaboration, and as such need to be adaptable in nature. Therefore, the challenge for health educators is how to explicitly teach, develop and assess the competency of such a diverse and nuanced set of skills and qualities.
Group approaches, such as problem based learning, are commonly used as a mechanism for developing collaborative practice skills. However, we argue that without careful planning of the skills to be developed, the strategies and resources required, and the mechanisms for evaluating student performance, there is a risk that as educators we assume that purely grouping students together enhances collaborative practice skills.
Questions for exploration: Does problem based learning really develop collaborative practice skills?
Problem based learning is a student-centred pedagogical approach, where groups of students address an ill-structured problem. The key goals of problem based learning are to develop adaptable knowledge, problem solving skills, and collaborative practice.
Aim: To explore the role of problem based learning in the development of collaborative practice skills in student physiotherapists
Discussion: Collaborative practice requires shared goals, shared decision making and interdependency. Numerous skills and qualities are required, individually and collectively, for collaboration to occur. Collaborative practice approaches are heavily influenced by the context, purpose and length of the collaboration, and as such need to be adaptable in nature. Therefore, the challenge for health educators is how to explicitly teach, develop and assess the competency of such a diverse and nuanced set of skills and qualities.
Group approaches, such as problem based learning, are commonly used as a mechanism for developing collaborative practice skills. However, we argue that without careful planning of the skills to be developed, the strategies and resources required, and the mechanisms for evaluating student performance, there is a risk that as educators we assume that purely grouping students together enhances collaborative practice skills.
Questions for exploration: Does problem based learning really develop collaborative practice skills?
| Original language | English |
|---|---|
| Pages | 287-288 |
| Publication status | Published - 2019 |
| Event | Australian & New Zealand Association for Health Professional Educators 2019 Conference - ANZAHPE 2019 - National Convention Centre, Canberra, Australia Duration: 01 Jul 2019 → 04 Jul 2019 https://anzahpe.org/resources/Documents/Conference/Past%20Conference%20documentation/2019%20Proceedings.pdf (Conference proceedings) |
Conference
| Conference | Australian & New Zealand Association for Health Professional Educators 2019 Conference - ANZAHPE 2019 |
|---|---|
| Abbreviated title | Blue sky thinking - Capitalise your ideas |
| Country/Territory | Australia |
| City | Canberra |
| Period | 01/07/19 → 04/07/19 |
| Internet address |