This study evaluated the current state of collaboration in group activities in PBL classes. Specific aims were to (1) investigate the level of collaboration achieved by PT students and (2) describe the lessons learned and struggles in group activities in PBL classes.
This observational study included 79 PT students who took a geriatric physical therapy course (third year) in 2023 and 2024. This course consists of 15 sessions (1 per week), divided into three periods of five sessions each, and implements PBL. We conducted a self-administered questionnaire at the end of each period (every 5 weeks), three times in total. The survey items were (1) the collaboration level achieved by each student themselves and within their group (on a 10-point scale; higher scores indicate greater collaboration) and (2) lessons learned and struggles through group activities (open-ended response allowed). The text from all open-ended responses was analyzed using co-occurrence analysis, a text-mining technique. Here, collaboration means exchanging opinions with each other, respecting each other’s opinions, utilizing each other’s skills and resources, and working together to achieve a goal. In PBL classes, the tasks assigned for each period were as follows: learning about age-related change in physical function and body structure in the first period, case studies of patients with geriatric syndromes in the second period, and planning elderly welfare in the third period. There were 6–8 groups consisting of 5–7 students, and each teacher supported 2 groups. We provided opportunities for exchanging ideas with other groups and used worksheets to share progress.
(1) The students’ own level of collaboration was as follows (mean±standard deviation): first period, 7.9±1.5; second period, 8.4±1.5; and third period, 8.0±1.6. The groups’ level of collaboration was, in the same order, 8.1±1.4, 8.7±1.4, and 8.1±1.4. (2) The lessons learned were “how to search for literature,” “sharing opinions and deepening thinking,” “dividing roles and working efficiently,” and “creating presentation materials.” The struggles were “finding the desired literature,” “differences in workload among group members,” and “combining ideas to find solutions to assigned tasks.”
The level of collaboration achieved as assessed by students’ subjective opinion remained high throughout these PBL classes. The lessons learned by students suggested that these classes achieved their purpose of developing students’ problem-solving abilities. However, since this study was based on students’ subjective opinion, future work objectively measuring the learning outcomes should be performed.
The results of this study may provide evidence for the effectiveness of implementing PBL classes in PT education.
collaboration
group activity
