**4. The current study and its methodology**

This qualitative study used a case study of the implementation of an intervention program in the course titled Patient–Therapist Relationship. The case study, through observations and data gathering, makes it possible to draw conclusions regarding human activity [23]. The data gathered describe patterns and attitudes that enable understanding of broader phenomena. Analysis of the data gathered in categories at two time points makes it possible to form generalizations and deductions on the basis of quotations from the data [24, 25].

#### **4.1 Participants**

The participants were 120 students in a three-credit course titled Patient– Therapist Relationship. The students are second-year undergraduates in the department of Management of Service Organizations, with a subspecialty in health. The course content pertains to the patient–therapist relationship in health contexts and how it is meaningful in healing and support.

The data in this chapter were gathered in four courses over two academic years. The courses were taught simultaneously by both authors. The data were gathered at two time points: the beginning of the course, before the students had any experience of the teaching method, and the end. The students were told that the materials would be analyzed anonymously and that they were free to refuse to allow the use of the materials for research purposes.

#### **4.2 The intervention program**

The SGL methodology—a combination of problem-based learning (PBL) and collaborative-learning methodologies—is at the heart of the intervention program. This intervention program focuses on a dilemma in the profession, based on the personal experience of the student, with an emphasis on experiences related to patient–therapist relationships. The use of this personal basis make possible an immediate and personal connection to the course content combined with acquisition of knowledge and development of critical thinking in a PBL environment [19, 26]. The students, divided into groups, examine the experience/dilemma from three perspectives characteristic of the course: the clinician, the patient, and the organization. Each student is responsible for sharing with the group the data he or she has gathered at each stage of the program. In this way, the students become experts within the group on their knowledge area. Sharing with the group enables a broadening of the members' knowledge, collaborative learning, discussion, and group decision-making. The process makes the students experts in their area as they prepare to present the final project (including the intermediate stages) to the other students in the course. The final project presents by digital visual mean—for example, a digital poster or a digital thought map—the examination of the selected experience from three perspectives (therapist, patient, organization). The last stage of the program is the peer review, in which the students evaluate each other in accordance with guidelines set in advance [1]. Students are also asked to maintain a reflective journal and to record in it their individual learning process in each stage of the project, describing their experiences, feelings, attitudes, and challenges.

#### **4.3 Data analysis**

The students' reflective journals were collected and analyzed at two time points: the start of the course and its conclusion. The texts underwent thematic analysis, which leads to categorization of the text. The relations between the categories were examined and mapped, and the two time points were compared. In this process, information is constructed and interpreted [27, 28]. Categories were constructed by identifying main themes and consolidating them in main categories. The following is a description of the main categories and the change in the students' perceptions and attitudes regarding the innovative learning methodology.

## **5. Findings**

The content analysis of the reflective journals revealed six main categories: active learning as opposed to passive learning, previous experience of active learning, feeling of capability, collaboration, a learning experience, and adopting innovative learning methodologies. The analysis of the findings is presented by category in relation to the two time points.
