The Effect of Problem-based Education on the Score of Clinical Examination of Rehabilitation Students at Ahvaz University of Medical Sciences

N Pirayeh; N Moradi; MJ Shaterzadeh-Yazdi; M Saadat; M Soltani; D Hamedi; M Hosseini-Beydokhti; M Akbari; P Rahimifar; K Eslami; M Hosseinzadeh

doi:10.18502/jmed.v16i3.7898

N Pirayeh Faculty member of Physical Therapy, Department of Rehabilitation Sciences, Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical sciences, Ahvaz, Iran.
N Moradi Faculty member of Speech Therapy, Department of Rehabilitation Sciences, Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical sciences, Ahvaz, Iran.
MJ Shaterzadeh-Yazdi Faculty member of Physical Therapy, Department of Rehabilitation Sciences, Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical sciences, Ahvaz, Iran.
M Saadat Faculty member of Physical Therapy, Department of Rehabilitation Science, Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical sciences, Ahvaz, Iran.
M Soltani Faculty member of Speech Therapy, Department of Rehabilitation Sciences, Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical sciences, Ahvaz, Iran.
D Hamedi Faculty member of Occupational Therapy, Department of Rehabilitation Sciences, Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical sciences, Ahvaz, Iran.
M Hosseini-Beydokhti Faculty member of Speech Therapy, Department of Rehabilitation Sciences, Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical sciences, Ahvaz, Iran.
M Akbari Faculty member of Occupational Therapy, Department of Rehabilitation Sciences, Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical sciences, Ahvaz, Iran.
P Rahimifar Faculty member of Speech Therapy, Department of Rehabilitation Sciences, Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical sciences, Ahvaz, Iran.
K Eslami Faculty member of clinical pharmacy, Department of clinical pharmacy, Ahvaz Jundishapur University of Medical sciences, Ahvaz, Iran.
M Hosseinzadeh Faculty member of Medical Education, Education Development Center, Iran University of Medical Scinces, Tehran, Iran.

DOI: https://doi.org/10.18502/jmed.v16i3.7898

Keywords: Problem-Based Education, Clinical Skills, Satisfaction

Abstract

Introduction: Problem-based education is a student-centered educational strategy in which students collaboratively analyze educational issues and reflect on their experiences. The purpose of this study was to investigate the effect of problem-based education on the evaluation of clinical skills of rehabilitation students at Ahvaz University of Medical Sciences.

Methods: This is a quasi-experimental interventional investigation. The study population comprised all fourth year undergraduate students in the fields of physiotherapy, speech therapy and occupational therapy at Ahvaz University of Medical Sciences. Based on random sampling method, a number of students were selected as the experimental group (problem-based education) and others as the control group (traditional education). Data were collected using an objective-structured clinical examination to assess students' clinical skills, and a researcher-made questionnaire to assess satisfaction with the problem-based education method.

Result: The mean scores of clinical skills following education revealed a statistically significant difference between the two traditional and problem-based methods in all the three fields of study. Also, the results of the student satisfaction questionnaire showed approximately 60% of students in all three fields of study proving a high to very high level of satisfaction with problem-based education.

Conclusion: Due to the increase in students' clinical skills following problem-based education and their high satisfaction with this teaching procedure, it is suggested that other faculties of rehabilitation sciences and related fields also use the method in teaching pertinent to clinical courses.