Abstract:

Introduction:
Problem-Based Learning (PBL) is an educational method that fosters independent, self-directed study in small groups. It is a learner-centered approach that builds on real-life cases to increase the student's knowledge and understanding of subject material. The groups are guided by a tutor and aimed to challenge students to develop the ability to think critically, analyze problems and find appropriate learning resources. PBL is applied in occupational therapy (OT) curriculum all over the world for more than 40 years. The method was implemented at Tel Aviv University in 2003 and approximately 500 groups have already been held. However, the outcomes of the PBL still need to be explored.

Objectives:
The purpose of this study was to describe the PBL program at Tel-Aviv University and the challenges manifested in the program's implementation. In addition, the study assessed the differences between PBL grades of students from different sectors in the Israeli society (native Hebrew speakers and native Arabic speakers) and the correlations between grades in PBL course and clinical fieldwork achievements.

Methods:
166-second year OT undergraduate students participated. All experienced three PBL courses and one period of clinical fieldwork studies. Data collection was based on students’ grades in PBL (based on PBL evaluation forms) and on students’ grades in clinical fieldwork studies (based on preceptor’s evaluation and a written assignment).

Results:
Pearson correlations revealed significant correlations between PBL grades and grades of clinical fieldwork studies. T–test analysis between students from different sectors in Israeli society revealed significant differences in PBL grades: native Hebrew speakers obtained higher grades than native Arabic speakers did. However, Mann-Whitney analysis did not detect significant differences between the two groups of students in the changes of the PBL grades (Delta) between the second term and the first term. No significant difference was found between grades given by the various tutors.

Conclusions:
Findings imply congruence between students' grades in the PBL course and their achievements in fieldwork studies. Findings might suggest that adjustments should be made in order to assist students from minorities (challenged by language requirements) in gaining higher grades in the program. Further study is needed in order to learn more about the influence of PBL on clinical competence and learning skills of occupational therapy students.

Keywords:

Language, Problem-Based Learning (PBL), Program development, Program evaluation, Tutor.