Treffer: Preparing for Problem-based Learning (PBL): Evaluating expectations and readiness for programme change.

Problem-based learning (PBL) is a student-centred pedagogy that utilises complex instructional scenarios to aid students in transitioning from theory to practice. PBL may offer a pertinent and effective strategy for developing fundamental competencies, skills, and attitudes in physiotherapists. PBL as a pedagogical practice is controversial, though, with arguments for and against the approach. As such, the University of Nottingham has reaccredited the BSc Physiotherapy program, which uses PBL as a pedagogy. This study analyses staff and student readiness before implementation. This study, conducted by the School of Health Science (SoHS), seeks to evaluate the preparedness and anticipations of students, staff, and clinicians regarding programme change. The findings will provide a set of initial measures for implementing the programme. The evaluation follows a mixed-methods, sequential design. The collection of quantitative data was achieved by a newly developed and validated questionnaire with first-into-second-year students. The qualitative data were obtained from focus groups and interviews. The collection of qualitative data investigates the perspectives and expectations of several stakeholders, including first-into-second-year students, staff, clinician and a patient, regarding the implementation of PBL and the new curriculum. The internal consistency of our questionnaire was assessed using Cronbach's alpha, which yielded a value of 0.83 for a total of 19 items. Additionally, the KR-20 coefficient was calculated to be 0.86 for a subset of two items. The content validity was assessed by calculating the item level content validity index (I-CVI) scores provided by three experts and ten students, and the ICVI was 0.88. Thirty first-into-second-year students completed the questionnaire. Nine first-into-second-year students participated in focus group interviews. Seven staff, a clinician, and a patient participated in individual interviews. Results from the questionnaire are presented in a narrative report. Five domains summarise the stakeholder perspectives about programme change, including: Quality of communication, Consistency of teaching, Approach to learning, Attitude to change, and Support structures. Analysis of the data collected indicates the need for proficient preparation. This evaluation demonstrates the importance of evaluating stakeholder perspectives prior to the implementation of an educational approach. [ABSTRACT FROM AUTHOR]

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