Problem Based Learning

On Friday October 26, Jody Bortone from Sacred Heart University guest-lectured at NYU using a Problem Based Learning approach during Development Across the Life Span. She immediately informed us that the class was not going to be lecture-based in the traditional sense. We watched a video clip twice then tackled a clinical scenerio we future-OTs may be confronted with. We divided into small groups, and using the Clinical Decision-Making Concept Map she provided as a guide, we set off to first find a clinical problem. After 20 minutes of formulating clinical questions, she addressed each question raised then guided us through each of the 6 steps.

(1) Issues/Clinical Problem or Question
(2) Client's Goals
(3) Evaluation of Client's Occupational Performance
(4) Theoretical Rationale
(5) Research Evidence
(6) Therapist's Experience

She bridged the gap between the course work and the clinical reasoning process, incorporating theory and the OT Practice Framework in such a way that I finally understood the purpose of both.

I had a strong desire to transfer from NYU to Sacred Heart after the "lecture" just so I could be exposed to this kind of teaching. I asked my professors if they would implement problem based learning at all throughout the semesters. I was hit hard with an open-ended no. I used the word "open-ended" because it seems as if at least one professor iswilling to adapt although not fully transform her teaching to PBL.