Incorporating Problem-Based Learning and Video Technology in Teaching Group Process in an Occupational Therapy Curriculum

Journal of Allied Health, Summer 2005 by Schaber, Patricia L

This paper describes an innovative, cost-effective method for teaching group dynamics in an occupational therapy curriculum. The revised "Models of Group Dynamics" course incorporated problem-based learning (PBL) sessions and video technology. In this single-semester course, the class of 24 students was divided into small groups of five to seven students. Each group participated in six hours of PBL sessions and six hours of observation. PBL effectively served as the instructional methodology to stimulate group dynamics because it demands that the students engage in the group process by creating an open structure for discussion, negotiating goals, and building team consensus in the group. The PBL experience facilitated the integration of the various content areas of the curriculum by expecting the student to apply previous learning to the construction of a therapeutic treatment plan. Through the use of a closed-circuit video monitor, students in the observation group analyzed group process skills in real time without interruption. This format provided the opportunity for students to generate feedback responses about group process with faculty guidance. The use of a closed-circuit video monitor was a low-cost, effective tool that facilitated the learning process. Measures of student learning indicated that the new course design was effective in meeting course objectives. Measures of the effectiveness of the new course design included focus groups conducted in two time periods: after completion of the course and after completion of fieldwork. The results demonstrated that the course had continuing impact on group skills carried into the fieldwork experience. J Allied Health 2005; 34:110-116.

THE SKILLS to participate effectively as members of interprofessional teams are paramount for today's heath care providers.1 Proficiency in interpersonal communication and group facilitation is vital not only with team membership but also with the increasing demands to lead client educational and support groups. The expectation for graduate students in professional programs is that group communication skills are developed in the classroom setting.1-3 The challenge for health care educators is to design curricula and learning activities in which students can develop competence in group process skills while in an academic environment, anticipating that those skills will effectively transfer to the clinical environment.4 The premise of this paper is that through creative learning activities, the constraints of the classroom setting do not have to limit preparation of students to perform successfully in the clinic.

This paper describes an innovative, cost-effective instructional methodology that was incorporated into the revision of the "Models of Group Dynamics" course in an occupational therapy curriculum. The uniqueness of this method was the incorporation of problem-based learning (PBL) and video technology in facilitated small-group sessions within a one-semester academic course. Student competence in attaining the course objectives was evaluated by objective testing and a short student essay. A qualitative evaluation of the new course design was conducted by analyzing transcribed text from focus groups in two time periods. The purpose of the focus groups was to determine if group process skills were effectively developed through participation in the course and if these skills transferred into clinical practice in fieldwork.

Significance

Recent changes in health care delivery increased the demand for effective group skills in interprofessional health care teams. The emphasis on community service delivery has moved health services into the home and community, increasing interaction with families and a fluid health care team.5 Adhering to legal mandates, schools have expanded the use of team decision making in adjusting therapy services to comply with the Individual Education Plan.6 The Individual and Family Service Plan brings county and school services together in a family-centered care model demanding skilled communication among an array of professionals and family members.6 With the increase in the aging population, care models designed to serve clients with chronic disease are emerging with team service delivery as a central element in the model.7,8

For many allied health care curriculums, the move to master's- and doctoral-level preparation and the corresponding compensation that follows invites the therapist to work in administrative positions in which group skills are foundational to good management.9 Therapeutic interventions and fieldwork training using a group approach rather than the traditional individual approach are being tested as cost-containment measures.10 The health care professional's impact is contingent on effective group process skills in every arena.

Course Design Framework

ACTIVE LEARNING

Higher education affirms "active" learning as the new paradigm, which promotes interdependence in teaching and learning.11,12 According to Campbell and Smith, the stimulus for active learning is creative controversy and reflection with teacher and student processing together.13 This approach to teaching and learning is dependent on effective group process skills for both student and instructor.14,15 For the past three decades, through extensive studies of student learning in higher education, Johnson et al.12 have developed a framework for active learning in the college classroom. Their conclusions are as follows: