Large class size (148) and limited resources preclude application of the standard small group problem based learning that has generated both student and faculty satisfaction. An innovative method of teaching chiropractic philosophical foundations was developed and implemented utilizing cooperative learning, patient centered problem solving, and group presentations.
The objectives of this study were: 1) to measure the impact of an innovative method of cooperative learning on student satisfaction and class attendance: 2) to incorporate philosophical principles of chiropractic into patient centered problems; and, 3) to promote cooperative and self directed learning.
A class of 148 students was divided into groups of four students. Each group was assigned a patient centered problem based on clinical practice, and three to four questions related to the philosophical or “first” principles of chiropractic. The students working in the assigned groups prepared a paper addressing the questions in the context of a patient centered practice. Each group gave a thirty minute presentation followed by fifteen minutes of class interaction.
Using cooperative student centered learning to teach chiropractic principles through patient centered problem solving generated high levels of student satisfaction and attendance in this large group.
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