Background: Contemporary higher education requires interdisciplinary problem- solving competencies in addition to discipline-specific expertise. Integrating physical therapy, early childhood education, and digital urban construction may offer a novel approach to designing inclusive, safe, and developmentally appropriate spaces.
Objectives: To evaluate the effects of a one-day Cross-Problem-Based Learning (Cross-PBL) workshop on teacher-student relationships, learning outcomes, and physical function in university students.
Design: Pilot study.
Methods: Six healthy male university students (19-23 years; two from each discipline) participated in a 3-hour intensive workshop. Plantar pressure analysis, questionnaires on teacher-student relationships and learning motivation, and reflective reports were collected before and after the workshop. Quantitative data were analyzed using the Wilcoxon signed-rank test (P<.05), and qualitative responses were analyzed descriptively.
Results: No statistically significant changes were found in plantar pressure distribution (P>.05). However, tendencies toward change were observed in right foot anterior-posterior load distribution (P=.140) and primary sway axis during eyes-closed standing (P=.157). Questionnaire scores showed ceiling effects (5.0/5.0 pre- and post-workshop), whereas qualitative responses indicated improved teacher-student relationships, enhanced learning motivation, increased body awareness, and greater interdisciplinary understanding.
Conclusion: Cross-PBL workshops may strengthen educational relationships, motivation, and interdisciplinary understanding, although short-term physical changes were limited.