Challenging Knowledge Reproduction: Problem-Based Learning for Evidence-Based Practice

Author: Halliwell, Victoria

Source: The British Journal of Occupational Therapy, Volume 71, Number 6, June 2008 , pp. 257-259(3)

Publisher: College of Occupational Therapists

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Abstract:

This opinion piece supports the use of problem-based learning (PBL) as a teaching and learning method that can be used to support evidence-based practice. The PBL process reflects that of evidence-based practice: by engaging in this process, the occupational therapy student can gain the skills, ability and confidence to use his or her personal and professional knowledge, existing or new, in challenging and changing practice environments.

Document Type: Short communication

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