Students' Perspectives on Problem-Based Learning in a Transitional Doctorate of Physical Therapy Program
Bibliographic record
Abstract
Doctor of physical therapy (DPT) graduates are expected to be competent in professional behaviors, communication, critical inquiry, clinical decision making, and evidence-based practice. The purpose of this qualitative study was to describe the experience of students enrolled in a single, problem- based learning (PBL) course within a conventional lecture-based transitional DPT (tDPT) program. Students wrote weekly entries in a reflective journal. Three investigators identified significant statements in the journal entries, clustered the statements, and developed themes. Five themes were identified: 1) accessing and applying information, 2) value of giving and receiving feedback, 3) value of and commitment to the group, 4) awareness and appreciation of the PBL process, and 5) personal and professional growth. A single PBL course within a tDPT conventional curriculum was well accepted by students in this study. Students appreciated the benefits of learning in a group, and gained knowledge, skills, and attitudes consistent with characteristics desired of DPT graduates.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".