Advocating Problem-Based Learning in Physiotherapy Education in Pakistan
PBL in Physiotherapy Education
Keywords:
Problem-Based Learning, Physiotherapy Education, Pakistan, Educational ReformAbstract
This letter advocates for integrating Problem-Based Learning (PBL) into physiotherapy education in Pakistan to bridge the gap between theoretical knowledge and clinical practice. Highlighting the current reliance on traditional teaching methods, it emphasizes PBL's potential to enhance critical thinking, clinical reasoning, and lifelong learning skills essential for effective patient care. Recognizing challenges in adoption due to institutional size and resource constraints, the letter calls for research to evaluate PBL's impact on student satisfaction, competencies, and lifelong learning outcomes, underscoring the need for educational reform in the evolving healthcare landscape of Pakistan.
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Copyright (c) 2024 Danish Zaman, Ushna Asif, Aqsa Nawaz, Areeba Khan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
