Student perceptions and experiences of problem-based learning in first year undergraduate sports therapy

Problem-based learning (PBL) has long been used as a means to foster critical thinking and student autonomy. However, few studies have investigated the effectiveness of PBL in Sports Therapy. The aim of this study was to examine first year Sports Therapy students' perceptions of PBL. Results revealed that students perceived PBL as vocationally relevant, by enabling them to work in and across groups, whilst also engaging with a wider range and depth of information compared to more traditional methods of curriculum delivery. External observations of the lecturers input sessions were made by an impartial researcher. The implications of the study are that PBL appears to be a professionally suitable and appropriate learning modality for Sports Therapy students.