Introduction: Problem-based learning (PBL) underpins the European MSc Occupational Therapy degree awarded by Amsterdam University of Applied Sciences in partnership with University of Brighton, Karolinska Institutet, Zurich University of Applied Sciences and Universidade da Coruña. PBL incorporates small-group tutorials, seminars, workshops, lectures, and self-directed study. This framework across five institutions has brought amazing opportunity and interesting challenges.
Objectives: Our approach educates occupational therapists to become confident occupational scientists and researchers – our session will explain how we do this and why this is so effective.
Approach: Students explore authentic material in groups, the ‘problem’ is explored, prior knowledge and skills shared, main issues identified, and possible solutions considered. Questions that need answering identified and self-directed learning follows. The PBL cycle ends with a ‘product’ informed by newly acquired understanding. As a pan-European team we develop practice across our institutions, drawing upon theory co-operatively to inspire change and innovation.
Practice implications: We must ensure problems are contemporary with tutors stretching students to think critically. Students become deeply reflective, developing academic skills, supporting understanding of occupational science and research, and forming close-knit groups working collaboratively. The academic team too learn from each other, different views are explored, and new ways of working developed.
Significance to the occupational therapy profession: We consider PBL supports occupational therapists to become occupational scientists and researchers. Our students become life-long self-directed learners, responsible for their own learning and that of others, and crucially skilled at being able to link occupational science and research to occupational therapy practice and social change.