Do Problem-Based Learning approaches provide effective educational interventions for music therapy training courses? Experiences from an action research project at the University of South Wales

Elizabeth Coombes, Sally Holden, Kathy Evans

Research output: Contribution to journalArticlepeer-review

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Abstract

A Problem-Based Learning (PBL) approach was piloted across the Master’s in Music Therapy programme at the University of South Wales. The main aim of the project was to explore whether the development of music therapy students’ practical and clinical reasoning skills could be enhanced by using a PBL approach during training. Case scenarios integrating many aspects of required learning covering key curriculum areas were developed and used in PBL sessions with each year group. The sessions were facilitated by a trained PBL facilitator and observed by the course leader. Students completed a pre- and post-PBL survey, giving information about their confidence in several areas of clinical reasoning. Feedback was also gathered on their views on the PBL approach and effects on their learning experience. Results show that engaging with the PBL process had a positive effect on students’ clinical reasoning confidence, and that students valued the experience.
Original languageEnglish
Article numbera20180406
Number of pages16
JournalApproaches: An Interdisciplinary Journal of Music Therapy
VolumeFirst View
Early online date6 Apr 2018
Publication statusE-pub ahead of print - 6 Apr 2018

Keywords

  • Problem-Based Learning,
  • research
  • music therapy training
  • clinical reasoning skills

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