Problem-based learning: A direction for physical therapy education?

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Abstract
Problem-based learning has become an increasingly popular alternative in medical education. While physiotherapy educators have shown some interest in the philosophy of problem-based learning, few schools have adopted it as their curricular focus. This article explores the qualities instilled by a problem-based curriculum and examines whether this is an appropriate direction for physiotherapy education. The experiences of innovative medical schools suggest that problem-based learning is more enjoyable for the students, more effective in structuring knowledge and promotes self-directed learning skills. Although many questions remain, the physiotherapy profession can benefit from the efforts of medical education over the past two decades.

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