Document Type

Thesis - NSU Access Only

Title

Evaluation of Students' Learning Strategies in Problem-Based & Traditional Physical Therapy Curricula

Authors

Alexis Silberman, Nova Southeastern University

Degree Name

Master of Physical Therapy (MPT)

Copyright Statement

All rights reserved. This publication is intended for use solely by faculty, students, and staff of Nova Southeastern University. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Department

College of Health Care Sciences - Physical Therapy Department

Publication Date / Copyright Date

1998

Publisher

Nova Southeastern University

NSUWorks Citation

Alexis Silberman. 1998. Evaluation of Students' Learning Strategies in Problem-Based & Traditional Physical Therapy Curricula. Master's thesis. Nova Southeastern University. Retrieved from NSUWorks, College of Health Care Sciences - Physical Therapy Department. (157)
https://nsuworks.nova.edu/hpd_pt_stuetd/157.

Abstract

Purpose: To compare the learning strategies of students in a traditional physical therapy curriculum to students in a problem-based physical therapy curriculum.

Subjects: 321 first and second year master's degree physical therapy students from the University of Miami (UM) and Nova Southeastern University (NSU).

Methods: Rezler Learning Preference Inventory administered to students at the beginning of their academic year.

Results: No significant differences were found between learning preference and group, age or gender. Trends indicate students of UM had higher scores on Concrete, Teacher-structured, and Independent learning preferences. NSU had higher scores on Abstract, Student-structure, and Interpersonal learning preferences. All students had highest scores with Concrete learning preference and lowest with Abstract learning preference.

Conclusion: Students applying to physical therapy programs should evaluate their learning preferences when deciding on an educational curriculum. Administration of learning preference inventories by physical therapy programs as an evaluation tool prior to student admission may give students the opportunity to study in their best learning environment.

Disciplines

Physical Therapy