Comparative study of physiotherapy students' approaches to their study in subject-centred and problem-based curricula

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Abstract
This longitudinal comparative study compared physiotherapy students' approaches to studying in subject-centred and problem-based courses. The students' study approaches at the subject-centred school were measured by a validated inventory, and comparisons were made with published data on students at a problem-based school. The findings suggest differences between students' approaches to studying at the two schools. At the beginning of year 1, problem-based students presented with apparently more desirable study profiles. At the end of year 1, the situation was similar but less clear. However, at the end of year 2, the students at the subject-centred school were adopting significantly more desirable study approaches than the problem-based students. Possible reasons for these findings are discussed.