Reflecting on Problem-Based Learning (PBL) through the lens of physiotherapy education has deepened my appreciation for its value. PBL aligns naturally with the clinical reasoning processes we aim to cultivate in physiotherapy students. It mirrors the real-world scenarios our students will face, requiring them to integrate knowledge, think critically, and collaborate with others.
Incorporating PBL into my teaching has shifted my role from a content deliverer to a facilitator of inquiry. It’s rewarding to see students take ownership of their learning, formulate questions, identify learning needs, and develop teamwork skills. Particularly in courses like neurorehabilitation or musculoskeletal physiotherapy, PBL supports the development of patient-centered thinking.
However, this approach also comes with challenges. It demands well-structured cases, careful group dynamics facilitation, and robust assessment strategies. I have learned the importance of scaffolding the process. Reflection on PBL reminds me to trust the process, be patient with the messiness of learning, and to continuously adapt my facilitation style based on group needs and feedback