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Problem-Based Learning (PBL) during the Physiotherapist Training Actual vocational situations call for professional action. This is exactly considered by the teaching method of Problem-Based Learning (PBL). The central characteristic of this new teaching approach is the fact that real and complex presentations of a problem from the vocational routine form the starting point of learning. The entire learning matter of the physiotherapy training is worked out by the students in a problem-oriented and thus realistic way beyond tradition-al teaching subjects, i. e. always across several subjects, in practice-oriented case studies. PBL - Training Structure The training is not organised according to subjects, but according to topics. The students rather learn in a problem (case)-oriented way, rather than in a subject-oriented way. On the basis of detailed training block books and instructed by a teacher, they discuss the case study and formulate their learning and skill objectives. These learning and skill objectives are completed and evaluated - again under instruction of a teacher. The three-year training covers 18 subject blocks. Each block consists of a teacher's guide, a training block book, a practical workbook and a reader with a collection of bibliography and text sources. The study time for each of these blocks is 5 weeks. During this period, the students will work twice a week in theoretical classes and four times per week in practical working groups. After completion of one block, this block is evaluated by the teacher and revised. All in all, the students receive and create 3,000 hours of theoretical and practical classes and 1,600 hours of practical training in hospitals. A characteristic feature of Problem-Based Learning is the learning process in class which is largely controlled by the students themselves. This means, that the task of organising and designing the learning process is up to the students.
It needs to be emphasised that the chairperson does not carry more subject-related responsibility than the other participants. The minute-taker must make sure that the minutes contain all contributions of the group participants and that all the information from the different phases of the so-called 7-jump method is documented. A new chairperson and minute-taker are deter-mined for each learning group. The group is accompanied by a tutor/teacher who supports the students from the methodology point of view and who has a motivating effect upon them. During their training the students learn to analyse, research, discuss and evaluate a topic and then compare and select solutions, and finally put them into action. Lectures and independent studying are also part of the study program in dealing with each training block. The knowledge acquired during the training is checked and evaluated through a final block examination. Theoretical training units are conducted parallel to practical classes, where the physiotherapist curing methods are taught. These practical training units are directly oriented on the topic of the appropriate teaching class. Thus, at the same time, this type of training provides a preparation for a subsequent employment of the students, where problems have to be solved frequently and where the physiotherapists work interdisciplinary together in teams. The advantage of this case-oriented learning method is that the students achieve a much better memorisation and application of the learning matter.
Problem-Based Learning - the New Teaching and Learning Culture Brings about a Role Change for Teachers and Students In a problem-based learning environment the role of the pupil changes to that of a student. In the new learning environment the student, who had become a consuming and passive pupil during the conventional theoretical learning classes, is now forced to act independently, self-supportively, self-reflectively, communicatively and will be capable of working as a team member. A much better applicable knowledge will arise as a learning success. The students' motivation, their interest and their learning pleasure is higher than with the conventional learning method. This has been confirmed to us by our students who participate in this training. However, also the teachers are noticing a role change from teacher to tutor, from specialist to generalist. They have varying professional tasks: They explain and structure without exercising control all the time; they provide impulses, support and advise without leaving the students to fend for themselves. The students see the tutors as competent learning advisors, coaches and problem-solvers. Besides that, a Problem-Based Learning environment also requires networked co-operation within the team of tutors. The responsibility for the 18 training blocks is with a team of three tutors, one of which is the chairperson. This means that the entire block work of the team must be organised, working tasks must be distributed, the tutors' work must be discussed, emerging problems must be solved and the work of the learning class must be evaluated. In addition, detailed planning of the upstream and downstream blocks is discussed with the teams of tutors. At this point, it becomes obvious how demanding the work of the tutors is within the scope of Problem-Based Learning. Advantages of Problem-Based Learning The educational institutes in our knowledge-oriented society require more than highly-qualified teachers and perfect technological equipment. They need a culture of learning which is based on the principle of continual learning for life. For each individual person, continual learning for life means: personal initiative cum motivation as well as independent and co-operative learning. Problem-Based Learning combines all these criteria almost to perfection. This method enables students to develop an education to be used in a multitude of ways, to acquire knowledge in more than just their special subject, and to achieve a better problem-solving ability. On top of that, they will improve their social competence and learn to work in a team.
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This learning method brings about a role change: by turns, the role of the formerly "consuming" student changes to an active discussion participant, minute-taker or chairperson of a group. The task of the chairperson is to present the group discussions as well as structuring the group work.
