National Taiwan University

School and Graduate Institute of Physical Therapy

Course Syllabus of Problem Based Learning in Physical Therapy

Spring, 2018

 

Course Number: 408 32700 (01)

Course Name: Problem Based Learning in Physical Therapy

Course Credit: 2

Instructors: Meng-Yueh Chien (principal instructor; 02-33668141; mychien@ntu.edu.tw)

Yu-Jen Chen

Teaching Assistant: TBA

Participants: Senior students of the School of Physical Therapy

Class Time: Monday 10:20am ~ 12:10pm

Office hour: by appointment

Classroom:醫學院B1多功能小教室

Topic C: classroom 1           Topic N: classroom 2

Topic P: classroom 3           Topic O: classroom 4

 

Course Description:

        This course attempts to prepare students for a life-long learning ability by a group discussion and problem-based class format. The students are expected to form appropriate clinical questions and search appropriate evidence-based medical information upon exposure to a clinical scenario. The decision making process and group cooperative dynamics are also emphasized.

 

General Objectives of the Course:

At the end of this semester, the students should be able to achieve the following goals upon presentation of a written clinical case scenario:

1.        Ask appropriate clinical questions

2.        Find relevant evidence from appropriate resources

3.        Solve the clinical problems by group discussion and collaboration

4.        Adopt an active learning attitude for life-long learning in the field of physical therapy

 

References:

1.      Azer SA. Becoming a student in PBL course: twelve tips for successful group discussion. Med Teach. 2004;26:12-15.

2.      Kilroy DA. Problem based learning. Emerg Med J 2004;21:411-413.

3.      Bate E, Taylor DC. Twelve tips on how to survive PBL as a medical student. Med Teach 2013;35:95-100.

4.      Guide to Physical Therapist Practice. Alexandria, VA: American Physical Therapy Association, 2014.

5.      Bridges S, McGrath C, Whitehill TL (eds). Problem-based learning in clinical education: The next generation. New York : Springer, 2012.

 

Grading:

  Class attendance and participation: 80%; class website contribution: 20%


Class Schedule

Wk

Date

Topic

Teacher(s)

1

2/26 a

Course orientation/ What is PBL?

Chien MY

2

3/5 a

Evidence-based practice/ Article critique

Chien MY

3

3/12 a

Evidence-based practice/ Article critique

Chien MY

4

3/19

Module 1

Scenario open

Chen YJ (A1), Chien (B1)

5

3/26

Student discussion

Chen YJ (A1), Chien (B1)

6

4/2

Holiday, no class

7

4/9

Scenario end

Chen YJ (A1), Chien (B1)

8

4/16

Assessment

1st hour: Chen YJ (A1), Chien (B1)

2nd hour: Chen YJ (B2), Chien (A1)

Module 2

Scenario open

9

4/23

Student discussion

Chen YJ (B2), Chien (A1)

10

4/30

Scenario end

Chen YJ (B2), Chien (A1)

11

5/7

Assessment

1st hour: Chen YJ (B2), Chien (A1)

2nd hour: YJ (A2), Chien (B2)

Module 3

Scenario open

12

5/14

Student discussion

YJ (A2), Chien (B2)

13

5/21

Scenario end

YJ (A2), Chien (B2)

14

5/28

Assessment

1st hour: YJ (A2), Chien (B2)

2nd hour: Chen YJ (B1), Chien (A2)

Module 4

Scenario open

15

6/4

Student discussion

Chen YJ (B1), Chien (A2)

16

6/11

Scenario end

Chen YJ (B1), Chien (A2)

17

6/18

Holiday, no class

17

6/25 a

Final discussion

Assessment

Chen YJ (B1), Chien (A2)

Final discussion

Chen YJ, Chien

a 2/26, 3/5, 3/12, 6/25於物治系實習教室上課

 

Topic

A1

B1

A2

B2

Module 1

Orthopedic

Cardiopulmonary

Pediatric

Neurology

Module 2

Cardiopulmonary

Pediatric

Neurology

Orthopedic

Module 3

Pediatric

Neurology

Orthopedic

Cardiopulmonary

Module 4

Neurology

Orthopedic

Cardiopulmonary

Pediatric