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Developing Problem-solving Skills in the Classroom

C. Burnett, MS, is Associate Professor, Division of Physical Therapy, School of Allied Medical Professions, The Ohio State University, 1583 Perry St, Columbus, OH 43210-1234 (USA).
F. Pierson, MA, is Assistant Professor and Director, Division of Physical Therapy, School of Allied Medical Professions, The Ohio State University.

The purposes of this article are 1) to describe a series of classroom activities emphasizing problem-solving skills that was designed for physical therapy students in their first year of professional course work and 2) to examine the students' initial attitudes toward the learning experiences. Simulated patient information was presented in writing, on videotape, or by role-playing. Students defined the case problem, developed and ranked clinical problems, set goals, and considered treatment possibilities. Completion of a problem-oriented "subjective, objective, assessment, plan" patient-status note, based on the information derived from the problem-solving activities, was part of the learning experience. Changes in course design that were made during a three-year period are identified. A discussion of the difficulties related to student acceptance of and interest in problem-solving activities is included.

Key Words: Education: physical therapist, general • Learning • Problem solving

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