Abstract:

Terrassa School of Optics and Optometry at the Universitat Politècnica de Catalunya (FOOT) is developing a teaching innovation project, aimed at contextualising course content through real cases that integrate learning objectives from different subjects, reinforcing the value of face-to-face teaching through active learning strategies, and fostering the development of transversal competencies.

To achieve these goals, the curriculum has been reorganised to progressively introduce Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Service Learning (SL). PBL is implemented during intensive weeks at the beginning of each semester, in which students work in small groups on real cases under the guidance of a tutor, conducting inquiries and sharing their learning. These cases are then further developed within the course subjects to consolidate knowledge.

In the 2025–26 academic year, the intensive PBL week was introduced for the first time in the first year of the degree, and this paper presents the outcomes of its implementation. The intervention aimed to introduce students to the optician-optometrist profession, enhance their motivation towards their studies, and provide meaningful connections to first-year subjects. The PBL activities were conducted in groups of 10–12 students with a tutor and were complemented by “FOOT-talks” —professional seminars on the societal role of the optician-optometrist— and workshops on transversal skills (critical use of information, communication, teamwork and learning strategies).

To evaluate the impact of the intervention, an online pre-post questionnaire was designed to assess changes in professional identity and sense of belonging, academic self-concept and motivation, perception of transversal competencies, expectations and knowledge about the degree, as well as overall satisfaction with the experience. All items were rated on a 1–5 Likert scale except overall satisfaction, which was rated on a 0-10 scale. A total of 68 students participated (82.35% women; 17.65% men).

The results show significant improvements across several dimensions. Notable increases include understanding of the optician-optometrist’s professional tasks (3.54→4.22; p<0.001), knowledge and perceived relevance of transversal competencies (2.90→4.03 and 3.63→4.10; p<0.001), academic self-concept (2.74→3.28; p<0.001), and understanding of the degree content and the usefulness of basic subjects (3.69→4.06 and 3.79→4.15; p<0.01). Moreover, 82.4% of students rated their overall satisfaction between 7 and 10 (mean=7.40). Students also reported that working with cases helped them better understand the professional role (4.40), that the activities motivated them to inquire further (4.01), and that they felt comfortable with peers and tutors when developing communication skills (4.25). Open-ended comments highlighted that this methodology offered a highly motivating start to the academic year and contributed to group cohesion.

These findings suggest that implementing intensive PBL weeks at the beginning of university studies supports the early construction of professional identity, enhances the perceived relevance of course content, fosters academic motivation, promotes a positive learning climate, and strengthens students’ understanding of the importance of transversal skills for their academic pathway and future professional practice.

Keywords:

Problem-Based Learning, professional identity, motivation, transversal skills.