Clinical Performance of Physical Therapy Students in Traditional and Problem-based Curricula

This retrospective study examined the effect of problem-based learning (PBL) on the clinical performance of entry-level physical therapy students at Simmons College. Students had participated in either a lecture-based curriculum or a combination of traditional and PBL approaches. Ratings for 50 items representing critical thinking, self-directed learning, and collaboration on final performance evaluations for three full-time clinical experiences were examined. Chi-square analyses were used to determine curricular effects on evaluation scores. These analyses revealed eight instances of curricular effects. Three of the four effects in favor of the PBL approach were in the area of self-directed learning during the first experience. The four effects in favor of the traditional approach crossed all categories during the first and second experiences. The limitations of the curricular design and performance evaluations included the number of PBL courses in the curriculum; problems with clarity, sensitivity, and application of the performance evaluation tool; and variability in the characteristics of the clinical experiences.