Integrating the Curriculum for Respiratory Scientists
TL;DR
It is suggested that flexible, non-traditional learning approaches can effectively support diagnostic reasoning and problem-solving skill development and thus support clinical readiness and thus support clinical readiness.
Abstract
An online, asynchronous, self-paced problem-based learning (PBL) workbook was introduced into the curriculum for postgraduate Respiratory Science students to complement lecture-based teaching. The PBL activity was horizontally integrated, drawing on concepts from multiple subjects, and aimed to develop critical thinking, understanding of pulmonary pathophysiology, and confidence in interpreting pulmonary function tests (PFTs). These skills are increasingly required by Respiratory Scientists due to a rising prevalence in global lung disease. Delivered after didactic teaching, the workbook engaged students in complex clinical scenarios. Post-activity questionnaires indicated increased engagement, improved conceptual understanding, and greater confidence in PFT analysis. Students also reported feeling better prepared to manage unfamiliar clinical problems. These findings suggest that flexible, non-traditional learning approaches can effectively support diagnostic reasoning and problem-solving skill development and thus support clinical readiness. The model of online learning described in this manuscript shows potential for broader application across allied health education to better prepare graduates for clinical practice.