Problem-based Learning

Clarkson University » Department of Physical Therapy » Doctor of Physical Therapy

Clarkson University's Department of Physical Therapy presents its Doctor of Physical Therapy (DPT) curriculum in a Problem-Based Learning (PBL) mode. A variety of learning environments used by the Department of Physical Therapy stimulate development of the knowledge and skills necessary to be a competent physical therapist and give you early experience in the practice of the profession that make your time on campus meaningful and fulfilling.

Tutorial Sessions
Tutors present cases to small groups of students. Students identify what they know, and what they do not know about the case. Following this review, students create learning issues that guide their study and tutorial discussions. Students disperse and seek out information needed to fulfill their learning issues. At the next tutorial session, students share and discuss their information. At the end of a tutorial session, students identify new learning issues, ones that have been refined by their previous study and discussion. This process is repeated until the case is completed. Faculty tutors ensure that students include all necessary learning issues and information, and ensure that accurate information is shared.

Clinical Laboratory
Professional skills and behaviors related to examinations and interventions used by physical therapists are developed under faculty instruction and supervision.

Cadaver Laboratory
Structures and function of the human body are studied through dissection. Demonstration dissection by faculty is followed by dissection by students in small groups. All dissection and learning occurs under faculty instruction and supervision.

Inquiry Seminars
Presentations to, and discussions with, larger groups of students. These are usually opportunities for in-depth examination of a specific topic.

Professional Practice
part-time and full-time experiences in a variety of clinical environments, working with actual patients under supervision of a licensed physical therapist, volunteering in the community, and teaching other physical therapy students.

Benefits of Problem-Based Learning (PBL)
PBL students in a clinical environment exhibit the following professional characteristics and abilities:

• PBL students know about and are comfortable with the dual academic/clinical nature of the Physical Therapy learning environment, which includes clinical education right from the start.

• PBL students can understand and explain learning objectives and learning issues better than non-PBL students, in part because the students are active (as opposed to passive) in the clinical environment. Therefore, Clinical Instructor training is essential and emphasized.

• PBL students’ level of detail may not be as in-depth as traditional students; however, PBL students demonstrate practical insight, knowing where to find information, listening closely, and appreciating principles and learning processes.

• Inquisitive students, they tend to ask more questions, which are higher-level and contextual, and thus show preparation. The PBL students can easily frame questions in cost/benefit terms.

• PBL students develop life-long learning skills that allow them to seek answers independently, rather than being guided at every step by their Clinical Instructors.

• Expecting ongoing feedback, PBL students are comfortable with it. Furthermore, they react to and follow up on the feedback in a professional manner.

• In order to master skills, PBL students must continually practice intervention strategies and treatment through skill labs and through safety and handling skills exercises.

• PBL students see the patient in a broader context and consider the economic and cultural issues that coincide with intervention and care.