Published Paper Title
Integrating the Curriculum for Respiratory Scientists: Evaluating the Impact of Online Problem-Based Learning Integrating Pulmonary Pathophysiology with Pulmonary Function Testing Interpretation
Authors
Alison White, Griffith University, Australia.
Published
Journal of Problem Based Learning in Higher Education (Early View, 18 August 2026)
Summary
Respiratory Scientists conduct, interpret and report Pulmonary Function Tests (PFTs), a role demanding advanced critical thinking and accurate data interpretation. Demand continues to rise alongside the global prevalence of lung disease, yet evidence of problem-based learning within the Respiratory Science curriculum remains scant in the literature.
To address that gap, an online, asynchronous, self-paced case-based learning workbook was developed in PebblePad for postgraduate Respiratory Science students at Griffith University, Australia. Students completed it in their first semester, before undertaking clinical work integrated learning.
The workbook was horizontally integrated, drawing on concepts from multiple subjects. Content was revealed in staged segments to mirror a real clinical encounter: a patient case history, authentic PFT data, multimedia artefacts including auscultation audio and X-rays, and complex pathophysiology questions. Students then completed a guided reflection after receiving faculty feedback.
The study ran across three academic years. Of 30 students enrolled, 16 completed a survey combining Likert scale and open-ended questions. No student disagreed with any survey question. 73% strongly agreed their knowledge of respiratory pathophysiology improved, and all respondents reported increased confidence in managing unfamiliar content.
Despite a small sample size, the findings suggest flexible, non-traditional learning approaches can effectively support diagnostic reasoning and problem-solving skill development, and thus support clinical readiness.
