Chiropody students' perspective of problem-based learning in Ontario

Abstract Following the introduction of an innovative problem-based learning [PBL] curriculum at the school of chiropody in Toronto, an evaluation of the students' perspective of PBL was conducted. This qualitative research was based on information gathered during group depth interviews in which 90% of eligible final year studients participated. These students were the first to graduate from the PBL Program, and a generally positive view of their experience was presented, particularly with respect to the development of clinical reasoning and life-long learning skills. The findings of the study are presented and discussed in the context of related work.