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Write 9 page essay on the topic Using the skills of problem-based learning in healthcare.Download file to see previous pages... Problem-based learning in healthcare education no longer has a single un

Write 9 page essay on the topic Using the skills of problem-based learning in healthcare.

Download file to see previous pages...

Problem-based learning in healthcare education no longer has a single universal definition. A great deal of misunderstanding as a result surrounds the interpretation and implementation of this educational philosophy in learning areas. Perceptions vary, and there is considerable difference in perspectives between conventional traditional education and problem-based education.In some institutes, the implementation of education occurs in some specific methods. In some cases, tutorial modes are acceptable as the formats of implementation of problem-based education. In that scenario, the tutors need not be experts in the areas of learning, under consideration by the students in the recent curriculum (Cunnington, 2002, 254-260). The tutors really ensure that students learn how to go through the process of learning. They ensure participation in tutorial discussions. The professional expertise of the faculty members is utilized when they act as resource teachers when the students begin to study their area of expertise. This author is a student of physiotherapy, and hence this discussion will centre on physiotherapy education and learning, and a contrast will be attempted to be drawn between conventional traditional learning and problem-based learning (Colliver, 2000, 259-266).One problem with problem based learning is the word "problem." Problems usually are supposed to have solutions, and, to many, by problem-based learning it is actually meant development of problem solving skills through case-based learning. In contrast to traditional learning through lectures, when problem-based learning is adopted, fewer facts may be memorized than in lectures. It has been estimated that in lectures more than 50% of the course material is forgotten. This indicates the retention of learning is less in traditional method than in the problem-based method (Farrow and Norman, 2003, 1131-1132). It has also been suggested that forgotten information would be having some value, but at the same time, it has been claimed that its loss can be more than compensated by an increase in the level of understanding. However, in the learning environment where there is a mix of science, clinical, or paraclinical education, it has been found that there would also be similar advantages and limitations of problem-based learning (Glew, 2003, 52-56).

In such environments, where there is mix of this category, on the one hand, in the graduate school curriculums, the graduate students and their supervisors pursue knowledge, which may involve learning through traditional systems. However, when the same institute has programmes on professional courses, such as, medicine, nursing, midwifery, occupational therapy, and physiotherapy, these programmes will usually involve patient-based education and learning, where clinical skills are involved (Morrison, 2004, 174). Therefore, there would be need for clinical education, which would be based on clinical problems. This leads to a situation of problem-based learning which the learners would appreciate in that it would be difficult to accomplish this with the aid of traditional education (Rangachari, 2003, 192-194).

True PBL is not skills oriented-it is understanding oriented. A true problem-based learner would acquire the skill but then proceed to explore and develop an understanding of the subject by individual units of learning. In fact, the method in the clinic-based subjects is skill based, and hence all professionals on clinic-based subjects will have to learn skill sets, so they can possess an in-depth understanding of the problems that the patients face (White, 2002, 419). It is to be remembered that in professional programmes, training time is limited and fixed, so it is the extent and depth of problem-based learning that must vary.

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