Charlotte Brasic Royeen; A Problem-Based Learning Curriculum for Occupational Therapy Education. Am J Occup Ther 1995;49(4):338-346. doi: 10.5014/ajot.49.4.338.
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© 2017 American Occupational Therapy Association
To prepare practitioners and researchers who are well equipped to deal with the inevitable myriad changes in health care and in society coming the 21st century, a new focus is needed in occupational therapy education. In addition to proficiency in clinical skills and technical knowledge, occupational therapy graduates will need outcome competencies underlying the skills of critical reflection.
In this article, the author presents (a) the rationale for the need for change in occupational therapy education, (b) key concepts of clinical reasoning and critical reflection pertaining to the outcome such change in occupational therapy education should address, (c) problem-based learning as a process and educational method to prepare occupational therapists in these competencies, and (d) the experience of the Program in Occupational Therapy at Shenandoah University in Winchester, Virginia, in implementing a problem-based learning curriculum.
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