Date of Award
5-2010
Degree Type
Dissertation
Degree Name
Ph.D.
Degree Program
Curriculum & Instruction
Department
Curriculum and Instruction
Major Professor
Germaine-McCarthy, Yvelyne
Second Advisor
Gifford, Charles
Third Advisor
Del Favero,Marietta
Fourth Advisor
Bedford, April
Abstract
Case-based learning (CBL) is commonly used in physical therapy curricula even though not much evidence exists as to the effectiveness of this instructional tool in physical therapy education. Through qualitative evaluation methodology, the researcher investigated the utilization and implementation of this instructional methodology in selected physical therapy curricula, as well as its perceived effectiveness by physical therapy students, faculty, and administrators. Data collection was performed through classroom observations, interviews,and focus group interviews at eight physical therapy programs across the United States that identified themselves as moderate to high implementers of CBL. Through the analysis of the qualitative data gleaned from the participants, case-based learning was found to be a very effective instructional methodology in these academic programs as described by administrators, faculty, and students alike. Specifically, case-based learning was found to effectively enhance students' learning, problem solving skills, clinical preparedness, and confidence levels. Barriers that may limit the effectiveness of the implementation and utilization of case-based learning were discussed, including stakeholder buy-in, time and cost requirements, an individual knowledge and skill with case-based learning techniques. Multiple factors were found to exist that positively influence the effectiveness of the implementation and utilization of case-based learning including techniques that make the learning experience safe, real, impactful, and empowering.
Recommended Citation
Nelson, Timothy Kirk, "Case-Based Learning (CBL) in Selected Physical Therapy Curricula and Its Perceived Effectiveness by Students, Faculty, and Administrators" (2010). University of New Orleans Theses and Dissertations. 1160.
https://scholarworks.uno.edu/td/1160
Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.