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Effect of Simulation-Problem Based Learning Apply to Department of Occupational Therapy Students and Study of Comparing Education Effect.

  • Korean Journal of Occupational Therapy
  • Abbr : Korean J of Occup Ther
  • 2012, 20(1), pp.73-92
  • Publisher : Korean Society Of Occupational Therapy
  • Research Area : Medicine and Pharmacy > Working Therapeutics

Chae Soo Gyung 1,  Kim Hyo Sil 1,  Kim soo Jin 1,  Jeonghwa Yang 1,  Iim Jin Hyung 1

1제주한라대학교

Accredited

ABSTRACT

Objective : The purpose of this study was to examine the effectiveness of a Simulation-Problem Based Learning (S-PBL) curriculum to determine any influence on learning achievements and the satisfaction of students. Methods : The study aimed to examine 966 nursing and health allied college students with experience in an SPBL curriculum based on the Problem Based Learning (PBL) curriculum. The department of occupational therapy investigated the educational effectiveness of students using a comparative analysis among the related departments to determine the effect on the management of the curriculum through a comparison with students educated through PBL for two years and with semesters. Results : 1) The study indicates that occupational therapy students show higher learning achievements and more satisfaction during their first semester than their second semester. Also, seniors received higher results in every category compared to freshmen, and in particular, group activities showed higher results for every grade. 2) The S-PBL curriculum indicated a significantly helpful learning style in terms of problem solving, group activity, communication, and practical-based education skills. 3) The students educated through integrated subjects showed higher learning achievement in every category except problem solving. In addition, they showed higher satisfaction with the school’s educational environment and management than those who were educated through partially integrated subjects. Occupational Therapy students statistically improved their abilities in prep, communication and group activities. On the other hand, there was not a significant difference in terms of satisfaction with their education. Conclusion : The students showed high learning achievement and satisfaction when they were educated through S-PBL and integrated curricula during each semester and in each grade. Thus, if the faculty of an Occupational Therapy department wants students to have the ability to integrate, solve problems, and show practical-based education skills in school, they need to apply an S-PBL curriculum more widely in each semester and each grade using an integrated curriculum.

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