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Kübra Zayim Gedik1, Zeynep Çorakci2, Talar Cilaci2


1Bezmialem Vakif University, Lecturer (Medical Documentation and Secretariat) and Expert Librarian

2Bezmialem Vakif University, Department of Occupational Therapy



Problem- based learning (PBL) teaching method is also included in the curriculum in the OT Department (Dep.) of Bezmialem Vakif University (BVU).PBL is implemented in small groups of 6-8 students with an education guide and is student-centered.The guide plays a facilitating role, and he does not transfer information. PBL consists of three stages: students' learning objectives to solve the problem, independent study process, and the process of solving the problem in the light of new information.Although the curriculum of the OT Dep. is a research-oriented curriculum, it is seen that students do not have the ability to use research resources effectively.For this reason, a joint course is organized between university librarians and OT academics in order to improve the research skills of the students.At the beginning of the academic year, this content is presented to the students within the framework of the common curriculum established with the instructor and librarian. With the PBL course in the curriculum,it is planned to provide students with lifelong learning skills.

Background and Aims

Within the scope of the study, the development of the research skills of the students in PBL processes, and the effect of the librarian on the curriculum were measured. It was aimed to provide students with evidence-based learning skills and information literacy skills in PBL stages. The functionality of these skills gained during the course was also followed.


The BVU OT department is an undergraduate program accepting 15 students every year. PBL includes 14 weeks of course content. As a method of the study, a questionnaire was administered to the students before and after the librarian attends the course and an education program was applied. Wilcoxon Signed Ranks Test was used to compare pre and post-education questionnaire results. The significance level was accepted as p<0.05.


The students were asked 25 questions in the research, and the questions were evaluated under 4 factors: the selection of relevant keywords, the selection of appropriate sources, access to relevant information within the sources and the evaluation resources, and the ethical and legal use of resources. The assessment was made with a 5-point Likert scale, 4 showing the highest trouble level and 0 the lowest one.

16 3rd grade students participated in the study and their mean age was 20.125±0.500. 14 of the participants were female (87.5%) and 2 were male (12.5%).  After the librarian applies “the education program”, “the selection of related keywords” (p=0.001), “the selection of suitable sources” (p=0.002), “access to relevant information within resources and the evaluation of resources” (p=0.005),  and “the ethical and legal use of resources” (p=0.01) were increased statistically significant.


The first scores of the participants indicate that they have some difficulties in resource management.  After the education program applied by the librarian, all the factors were increased. Though, multidisciplinary studies are needed to improve PBL course in OT curriculum in universities.


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