INTEGRATING PROBLEM-BASED LEARNING AND CASE-PROBLEM LEARNING IN PHYSIOTHERAPY EDUCATION: BRIDGING THEORY AND CLINICAL REASONING

Abstract

Physiotherapy education requires pedagogical strategies that move beyond passive knowledge transmission to foster autonomous clinical reasoning. This chapter examines two distinct yet related approaches: Problem-Based Learning (PBL) and Case-Problem Learning (CPL). Drawing on situated learning theory and cognitive load principles, the chapter delineates key differences between PBL, where students encounter ill-structured problems before any instruction, and CPL, where structured cases follow or accompany content delivery. PBL emphasizes small-group self-directed inquiry with a non-directive tutor, promoting deep learning and long-term retention. CPL offers greater scaffolding and efficiency, suitable for novice learners or content-dense areas. Evidence suggests PBL enhances adaptive expertise, while CPL facilitates pattern recognition. A hybrid model is proposed, transitioning from CPL to PBL across a physiotherapy curriculum. Implementation challenges including faculty training and assessment are discussed. The chapter concludes that understanding these pedagogical distinctions enables educators to deliberately design learning experiences that prepare physiotherapists for complex, uncertain clinical practice.