Original Research

Approaches toward learning in physiotherapy

L. Keiller, A. Louw
South African Journal of Physiotherapy | Vol 69, No 1 | a370 | DOI: https://doi.org/10.4102/sajp.v69i1.370 | © 2013 L. Keiller, A. Louw | This work is licensed under CC Attribution 4.0
Submitted: 11 November 2013 | Published: 11 November 2013

About the author(s)

L. Keiller, Division of Physiotherapy University of Stellenbosch, South Africa
A. Louw, Division of Physiotherapy, University of Stellenbosch, South Africa

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The aim of this study was to investigate the approaches toward learning of undergraduate Physiotherapy students in a PBl module to enhance facilitation of learning at the Stellenbosch University, Division of Physiotherapy in South Africa. This quantitative, descriptive study utilized the revised Two-factor Study Process Questionnaire (r-SPQ-2f) to evaluate the study cohorts’ approaches toward learning in the module. results of the data instruments were analysed statistically and discussed in a descriptive manner. There were a statistically significant greater number of students who adopted a deep approach toward learning at the commencement of the academic year. Students showed a trend toward an increase in their intrinsic interest in the learning material as the module progressed. Students in the Applied Physiotherapy module (ATP) started to shift their focus from a surface learning approach to a deep learning approach. further research is needed to determine the long-term changes in approach toward learning and the possible determinants of these changes. This can be done in conjunction with the implementation of quality assurance mechanisms for learning material and earlier preparation of students for the change in the learning environment.


Problem-based learning; Physiotherapy; Learning approaches


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