Problem-Based Learning Puts Students in the Driver’s Seat
The outside of a problem-based learning classroom at Chatham Eastside. (Mick Stinelli)
There are no lectures in this class. In fact, it’s not uncommon to go several minutes without a word from the professor. Eight students, gathered around a table, try to work together to decide how best to treat their imaginary patient.
This is problem-based learning, or PBL as it’s commonly called at Chatham University. The student-centered style of education is part of the reason Natalie Marco, DPT ’24, chose Chatham.
“I liked how conversational it was,” she said.
Sue Perry, a professor in the Doctor of Physical Therapy program who’s been facilitating PBL sessions for over 20 years, said this class structure simulates what professional physical therapists would encounter in an inpatient setting, where PTs would be expected to review a patient’s charts before deciding how to approach treatment.
The structure is just about the same for every session. PBL students meet at a designated time and assess a case study, which they will have already researched prior to the 2-hour class. A list of learning objectives guides them through the case, and professors like Perry are there to make sure the group discussion hits all the right notes.
“For me personally, I have a very high standard for the information that students share: it should be clear, precise, and have required some thought and rationale,” Perry said. “When this is lacking, that is when I start asking questions: for breadth, or depth, or understanding, to analyze, to connect dots, to zoom in and zoom out. Why? Why? Why?”
Perry peppered questions throughout two PBL sessions Pulse@ChathamU observed in October. What interventions can we use with the patient? What are the beta blockers he’s using? Why would a physical therapist listen to this man’s heart sounds? If a student’s answer sounded unsure, Perry followed up with them: “Was that a statement or a question?”
To answer those questions, students relied on detailed notes, information from evidence-based sources, and, in Marco’s case, their clinical experience. She was in general outpatient orthopedic therapy.
“I love hearing people’s clinical stories, and everyone has such different experiences,” she said. “Some people just saw different populations, different ages. But I think it’s definitely helpful so people don’t get stuck in a rut of treating patients the same way or going about situations the same way.”
PBL was “a huge selling point” for Marco. Her first experience with it was during a virtual interview session prior to being admitted into the Doctor of Physical Therapy program. Students, who were already in PBL classes, took her through a mock session.
“The students that volunteered for the interview part [were] very open to questions and very excited about us potentially coming here,” she said.
The case review is often thorough; Perry’s PBL class spent a full two hours looking over their patient’s heart rate, medications, underlying conditions, mobility— even his insurance plan was combed through so they could generate ideas on how to discuss payment.
A natural conversationalist, Marco joked that she could enjoy talking to a brick wall. But even she said that it can feel daunting to speak up during your first PBL session. Over time, though, she noticed students gaining confidence as they each brought their own strengths to the discussion.
“It’s okay if you’re wrong,” she said. “It’s okay if you don’t have every single tidbit of information. And it’s okay to ask questions.”
To observe a problem-based learning session yourself, schedule a class visit on our website.
Mick Stinelli is a Writer and Digital Content Specialist at Chatham University. His writing has previously appeared in the Pittsburgh Post-Gazette and 90.5 WESA.