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Integrating theory and practice by self-directed inquiry-based learning?: a pilot study
Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap. Kristianstad University, Forskningsmiljön PRO-CARE.
Department of Health Sciences, Lund University.
Department of Health Sciences, Lund University.
2013 (English)In: European Journal of Physiotherapy, ISSN 2167-9169, Vol. 15, no 4, 225-230 p.Article in journal (Refereed) Published
Abstract [en]

Inquiry-based learning (IBL) is a research-based model promoting self-directed learning. The aim was to describe how five physiotherapists experienced their learning during their participation in two inquiry-based online courses. Primary data was their written self-reflections. Triangulation was done based on the self-reflections and the free text comments from three course evaluation surveys. Data analyses were done by qualitative content analysis. Autonomy emerged as the main theme, which was structured into three categories: (i) learning processes; (ii) perceiving increased self-efficacy; and (iii) transfer and implementation of theories and skills to practice. Being able to choose the research topic according to professional interest increased motivation and perceived meaning. Interacting with peers brought new perspectives and deeper understanding. The data triangulation revealed partially new aspects. Retrospectively, the participants expressed having gained new skills, which was augmented by their perception of professional relevance and the integration of theory in the clinical practice. Expressions of increased self-efficacy and the transfer of knowledge, understanding and skills to clinical practice, was interpreted as important parts of autonomy. In conclusion, courses with a research-based design may promote motivation and self-efficacy. Forum for peer support and collaboration was perceived to augment the creativity and broaden the understanding.

Place, publisher, year, edition, pages
2013. Vol. 15, no 4, 225-230 p.
Keyword [en]
Education, professional development, qualitative research
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-11143DOI: 10.3109/21679169.2013.836565OAI: oai:DiVA.org:hkr-11143DiVA: diva2:652334
Available from: 2013-09-30 Created: 2013-09-30 Last updated: 2013-12-18Bibliographically approved

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Sjödahl Hammarlund, Catharina

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
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