Problem-Based Learning Used in the Context of Cardiac Rehabilitation: Different Scenes and Different Roles

Autor/inn/en	Hjelmfors, Lisa; Abrandt Dahlgren, Madeleine; Kärner, Anita; Tingström, Pia
Titel	Problem-Based Learning Used in the Context of Cardiac Rehabilitation: Different Scenes and Different Roles
Quelle	In: Studies in Continuing Education, 36 (2014) 2, S.218-232 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2014.904779
Schlagwörter	Problem Based Learning; Medical Education; Patient Education; Heart Disorders; Life Style; Health Behavior; Behavior Change; Empowerment; Ethnography; Educational Objectives; Cooperative Learning; Class Activities; Therapy; Tutors; Role; Self Efficacy; Expertise; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Medizinische Ausbildung; Herzkrankheit; Lebensstil; Health behaviour; Gesundheitsverhalten; Ethnografie; Educational objective; Bildungsziel; Erziehungsziel; Kooperatives Lernen; Therapie; Förderlehrer; Lehrender; Tutor; Rollen; Self-efficacy; Selbstwirksamkeit; Expert appraisal; Ausland; Schweden
Abstract	Several studies show that how patients have difficulties in changing lifestyle even though such changes are essential because they are suffering from a life-threatening disease. Coronary artery disease (CAD) patients met 13 times during a year and used problem-based learning (PBL) to improve their empowerment and self-efficacy in making lifestyle changes. District nurses functioned as tutors, helping patients to formulate issues and to state self-care goals. To identify and describe the enactment of PBL, an ethnographic approach was used, including, for example, participant observations and interviews, all derived from six sessions of the education programme. Five different enactments were found, metaphorically expressed as: "The study circle", "The classroom", "The expert consultation", "The therapy session" and "The coffee party". The education programme did not always function as it was supposed to according to the model, but perhaps this should not be seen as a failure of the pedagogical intervention since these enactments as a whole seem to be a way for the patients to be able to make healthy lifestyle changes. The metaphors can broaden the understanding of what can happen when implementing problem-based learning in health care practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10