| Athletic training education is continuing to grow and change as different instructional methods are studied and implemented. Problem-based learning is one instructional method that has been implemented in varying degrees in athletic training education programs but its effectiveness has not been studied extensively. Problem-based learning has been used in medical education for several decades and has been shown to be a successful teaching strategy and instructional method. The aim of this study was to examine if problem-based learning in one athletic training education program had an influence on Board of Certification (BOC) exam scores. To determine this, one athletic training program that implemented problem-based learning into its curriculum in 2002 was examined. Five years of graduates from both the traditional curriculum and problem-based learning curriculum were studied. In addition to examining BOC exam scores, additional data including high school GPA, college graduating GPA, and SAT score were analyzed to determine if a relationship exists between BOC exam scores and academic achievement. The data was analyzed with a correlation analysis and a Kruskal-Wallis test; the correlation analysis showed no correlation between high school GPA, college graduating GPA, SAT score, and exam score. The Kruskal-Wallis test showed no significant difference in exam scores between the two groups (p<.05). Although no significant differences were found, caution should be used in making any definitive conclusions about the use of problem-based learning in athletic training education. This study had a small sample size and examined only one athletic training education program. Future studies should be conducted with a larger sample size, such as an entry-level graduate program or using a different outcome measure. |
