Problem-based Learning in the Development of an Occupational Therapy Curriculum,Part 2: The BSc at the London School of Occupational Therapy

Abstract

Part 1 of this article* defined the process of and rationale for problem-based learning (problem-focused education). Part 2 describes the new BSc(Hons) programme in occupational therapy at the West London Institute, which is designed around a series of true-life problems encountered by people who have been referred for occupational therapy. It was developed following experience of problem-focused education in the diploma course. Problems are presented to students in a special sequence, within units of study, graded to promote understanding and critical evaluation of the process of occupational therapy. There is an accent on fieldwork reasoning, and on the accumulation of usable knowledge required for each case. The capacity for self-direction for lifelong learning is promoted. The curriculum is intended to be motivating, exciting, relevant and challenging for students and staff. Evaluations of the diploma course have been positive, and the outcomes of this new degree are being monitored to ensure standards and to ascertain more clearly the educational value of fieldwork problems.