Impact of case-based learning for students of clinical practices in physiotherapy

Abstract

Introduction: the Case Based Learning (CBL) is a teaching and learning strategy that allows the articulation of acquired and new knowledge, stimulates the autonomous learning, improves the critical thinking and the argumentative skills in real contexts, developing the phase of “knowing” as explained by the Miller pyramid. The main goal of this research was to evaluate the impact on motivation and student learning produced by the implementation of cases-based
learning strategy in last year students of a Physiotherapy Program.

Methodology: Mixed design, quasi-experimental
type, with twelve students selected by convenience.
Intervention was developed in person at advisory times, for 18 weeks, every 15 days for 2 hours per meeting. The information was collected using knowledge test after and before of the intervention, focal groups with teachers and students and not members observations.

Results: There were significant changes between the
pre and post-intervention evaluation (16.7 %, 83.3 %,
p <0.05), and the students described the experience
as highly motivating and teachers as enriching. Our
research supports the effect of the active learning,
with the CBL and the pedagogic mediation developed
with the teacher through the phases and sequences
of the strategy.

Conclusion: Case-based learning, implemented in a
systematic, organized and planned manner, is a useful strategy in the training process of physical therapists. Promotes the development of critical, reflective and analytical capacity and the achievement of professional skills.