Abstract:

Background: Educational approaches for healthcare professionals (HC) need to stimulate problem-solving skills, which are essential to HC professional practice (Jenson et al., 2007). In Paediatric Physiotherapy there is an expectation of antonymous working. In this complex area ongoing problem solving and clinical reasoning development should be at the core of any educational program. Within the academic environment real child patient interaction, which would stimulate these skills, is problematic. Computer-aided learning (CAL) has become an established educational option (Lowery 1999; Clark and Mayer 2008). CAL may provide paediatric case study opportunities within the academic environment.
Aim: The primary aim of this project was to devise, design, build and implement a contextualised Reusable e-Tool (ReTool) which would be used as a stimulus to facilitate student learning with a PBL approach
Method: A contextualised case study was developed using multimedia for delivery via the Internet over four weeks of the undergraduate Paediatric Care module. Evaluation using a bespoke qualitative questionnaire for surveying students’ (N16) views of the ReTool implementation was administered. Analysis of the Paediatric Care assessment coursework provided quantitative data for analysis.
Results: The response rate was 66.6%. The ReTool implementation was rated highly as provoking problem solving and clinical reasoning skills. It was highly rated for ease of use with the exception of acceptable for the audio content. Students recommended the ReTool for ongoing paediatric and wider educational application. However, as has been found in other studies there was a small voice of caution against CAL dominating as an educational approach.
Conclusion: The ReTool project met its primary aim. The evaluation by students of the ReTool implementation demonstrates a successful teaching and learning development within paediatric physiotherapy. Overwhelming acknowledgement that student’s clinical reasoning and problem-solving skills were provoked and developed by engagement with the ReTool was demonstrated. There are strong recommendations within these findings for ongoing and future wider applications for the ReTool. However, implementation of CAL should be guided by it’s own strengths in facilitating teaching and learning, supported by wider educational philosophies, and not dominate.