INTEGRATING CASE-BASED AND PROBLEM-BASED LEARNING IN PHYSIOTHERAPY EDUCATION

Abstract

In order to improve clinical proficiency and professional preparedness, the merging of Case-Based Learning (CBL) and Problem-Based Learning (PBL) has become a successful pedagogical strategy in modern physiotherapy education. Graduates must exhibit advanced skills in medical reasoning, critical thinking, interaction, teamwork, and decision-making based on evidence in addition to solid theoretical knowledge in order to perform modern physiotherapy. Adopting active, learner-centered educational approaches is necessary since traditional lecture-based teaching approaches are insufficient to develop these abilities. Through interaction with real-world clinical situations, CBL and PBL are two complimentary methods that support experiential and self-directed learning. Students may apply theoretical principles to clinical circumstances in a methodical way because to CBL's organized, faculty-guided investigation of patient cases. PBL, on the other hand, places a strong emphasis on student autonomy and encourages students to determine their own learning requirements, carry out independent research, and come up with solutions for challenging clinical issues. Deeper conceptual comprehension, long-term information retention, and the growth of higher-order cognitive and professional abilities are all promoted by these approaches. The philosophical underpinnings, pedagogical applicability, practical integration of CBL and PBL within physiotherapy curriculum are examined in this chapter. Research shows that these methods raise student engagement, foster interprofessional collaboration, and strengthen clinical reasoning. Their educational advantages are significant despite implementation, budget allocation, and faculty training constraints. When combined, CBL and PBL offer a strong educational foundation that equips graduates of physiotherapy to handle the changing needs of contemporary healthcare practice.