Problem-Based Learning at UIW

Problem‑Based Learning (PBL) is used across health science education in a variety of ways. Because of this variability, it is difficult to have a universal definition or “picture” of what PBL looks like for students within a given educational program. At its core, PBL is a contextual, active learning approach in which students engage with authentic problems—often embedded within clinical cases—to guide inquiry, discussion and learning.

Faculty within the UIW Doctor of Physical Therapy (DPT) Program utilize PBL not as a standalone teaching method, but as a cohesive educational approach that blends guided inquiry, direct instruction and active learning. The sections below provide further detail and context for how PBL is implemented within our program and what students can expect from this approach. This design supports the development of clinical reasoning, professional judgment and lifelong learning.

PBL “The UIW Way”

  • Curriculum Built Around Patient Cases: Patient scenarios are delivered in the Physical Therapy Reasoning class and are used to guide the student to ask themselves, “What new information do I need to learn to effectively evaluate and treat this patient?” These pieces of new information are also called Learning Objectives.
  • Guided Preparation: Learners use prep sheets, guided readings, and structured note-taking to prepare for PBL sessions, ensuring they have a strong foundation before tackling patient cases.
  • Faculty as Facilitators: Instructors serve as facilitators, providing guidance, asking probing questions, and supporting students’ critical thinking, while never leaving students to learn in isolation.
  • Integrated PBL Model: Our curriculum integrates PBL with direct instruction and active learning experiences throughout all courses.
  • Mini-Lectures & Direct Instruction: Faculty regularly provide concise, targeted mini-lectures to introduce complex topics, clarify foundational concepts and guide students’ learning journeys.
  • Active Learning Activities: Students engage in hands-on experiences such as Anatomy in Clay, SoftChalk interactive modules, simulations, and role-playing exercises to deepen understanding and apply knowledge in practical contexts.
  • Multimedia Resources: The curriculum incorporates online podcasts, Visible Body, PhysioU, and other digital resources to supplement learning and provide multiple touchpoints with concepts.
  • Robust Student Support: Our support system is comprehensive and proactive. We have a dedicated team that includes a director with expertise in adult education, who oversees student tutors to ensure peer support is always available. In addition, we offer behavioral health services, providing students with access to mental health professionals who support well-being and resilience throughout the program.
  • Learning Environment: Small group work and peer collaboration are central, fostering teamwork, communication and shared problem-solving.