Promoting Active Learning in the Study of Geriatric Rehabilitation

The ability to critically appraise clients’ functional problems and formulate appropriate intervention programmes is fundamental to the successful practice of occupational therapy. However, conventional teaching-learning methodology, characterised by teacher-centred learning, group teaching and doctrinal learning, does not foster in students the ability to be independent learners equipping them with either adequate problem-solving skills or effective communication skills. The objectives of this study are aimed at developing in occupational therapy students an ability to engage in self-directed learning, and facilitating the linking of theory-based learning to practice-based learning. An inquiry-based learning (IBL) methodology, using problems and simulated activities, was introduced in two subjects related to geriatric rehabilitation. Problems used in tutorials were adapted from clinical settings to promote students’ critical appreciation and active learning of real-life situations. Lectures, supplementary to tutorials, aimed at consolidating theoretical and conceptual issues related to geriatric rehabilitation. Evaluation of the project included: student interviews, reflective journals, and interviews with clinical educators. Students appreciated the use of real-life cases to promote problem-solving and critical thinking. Also, students learned to take a systematic approach to problem-solving activities, as illustrated by their generation of learning issues and presentations. Working together in groups, students developed confidence and skills in expressing their own ideas and challenging the ideas of others. However, this teaching-learning methodology created anxiety in students who had to complete a number of assignments within a limited time-frame. Inadequate library resources and uncertainty about the expected depth and breadth of their learning also frustrated students. Clinical educators found students better equipped with clinical reasoning skills when working with clients. However, students required the facilitation of educators to integrate knowledge into case management. Findings of this project demonstrate the benefits of an IBL approach in the promotion of students’ independent learning and in the development of learning skills. At the same time, the study unveils the challenges of delivering a subject using an IBL methodology within a traditional curriculum.