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Qualitative Evaluation Of Interprofessional Education Experiential Learning (Ipeel) For Health Professional Students, Kelle Deboth Foust, Madalynn Wendland, John Schaefer, Suzanne Giuffre, Donald Allensworth-Davies
Qualitative Evaluation Of Interprofessional Education Experiential Learning (Ipeel) For Health Professional Students, Kelle Deboth Foust, Madalynn Wendland, John Schaefer, Suzanne Giuffre, Donald Allensworth-Davies
Journal of Occupational Therapy Education
Interprofessional education (IPE) is critical for health professional students to form professional identities and develop collaborative skills. Although accrediting bodies mandate incorporating IPE, the effects of IPE programming on health professional students and the best pedagogical approach for achieving desirable outcomes are still unclear. In addition, specific effects of IPE within the context of experiential learning are not fully understood. That is, the literature has not presented a clear framework for structuring IPE programs, nor have outcome measures for IPE utilizing experiential learning (IPEEL) been established. The purpose of this study was to complete a grounded theory qualitative analysis of …
The Impact Of A Psychosocial-Focused Experiential Learning Activity On Occupational Therapy Students’ Perceived Clinical Reasoning, Molly Bathje, Kristi Escobar, Meghan Crisp, Catherine Killian, Charlotte Royeen
The Impact Of A Psychosocial-Focused Experiential Learning Activity On Occupational Therapy Students’ Perceived Clinical Reasoning, Molly Bathje, Kristi Escobar, Meghan Crisp, Catherine Killian, Charlotte Royeen
Journal of Occupational Therapy Education
A primary objective of occupational therapy education is to facilitate development of clinical reasoning skills. These skills are complex and difficult to cultivate in classroom settings, therefore educators often use experiential learning activities to support clinical reasoning development. Most of the literature about experiential learning activities aimed at developing clinical reasoning focuses on activities occurring in-person, with individuals in physical disabilities settings. This research addresses the gap in the literature by evaluating the impact of a group based, psychosocial focused experiential learning activity that occurred virtually and in-person on entry-level occupational therapy students’ perceived clinical reasoning. Students (n=36) …
Seltec: Service And Experiential Learning Through Engagement In The Community: A Level I Fieldwork Model: Part 2, Amanda J. Mohler, Andrea B. Brown
Seltec: Service And Experiential Learning Through Engagement In The Community: A Level I Fieldwork Model: Part 2, Amanda J. Mohler, Andrea B. Brown
Journal of Occupational Therapy Education
The SELTEC model of Level I fieldwork was developed and published in 2020. The SELTEC model combines service and experiential learning to benefit student learners, the educational system, and the community. The purpose of the study was to determine students’ perceptions of a SELTEC model experience compared to a traditional Level I fieldwork experience. The research team administered a 24-item survey to thirty students who participated in the study. All participants received both a traditional one-week and SELTEC level I fieldwork experience during their occupational therapy education at Arkansas State University. Seventy-nine percent (n=23) of the respondents selected the SELTEC …
Collaborating With A Transitional Care Unit To Provide Student Hands-On Time: A Win-Win For Hospital And Academic Institution, Emily Grattan, Amanda K. Giles
Collaborating With A Transitional Care Unit To Provide Student Hands-On Time: A Win-Win For Hospital And Academic Institution, Emily Grattan, Amanda K. Giles
Journal of Occupational Therapy Education
Occupational therapy students crave hands-on learning experiences that take place in authentic environments. This study describes an innovative experiential learning activity involving collaboration between an academic institution and an inpatient transitional care unit (TCU). Three cohorts of second year occupational therapy students (N=138) participated in the TCU learning activity, which involved reviewing the electronic medical record, planning and delivering a treatment, documenting the therapy session, and intentionally reflecting on the experience. Based on an optional, anonymous survey, one hundred percent of students reported that “this learning experience was valuable” and “provided opportunity to practice clinical reasoning.” Ninety-nine percent of students …
Elevating Student Understanding: Irish Occupational Therapy Students’ Experience Of A Service Learning Project, Karen Mccarthy, Marian Mccarthy
Elevating Student Understanding: Irish Occupational Therapy Students’ Experience Of A Service Learning Project, Karen Mccarthy, Marian Mccarthy
Journal of Occupational Therapy Education
Service learning is a pedagogy that embraces learning in action and addresses community needs. Since the adoption of the Occupational Therapy Competencies in 2008 and the launch of national occupational therapist registration in Ireland in 2015, there has been limited research on the effectiveness of service learning pedagogies in Irish higher education for meeting core competencies. The majority of research focusing on evaluating service learning have been North American studies which brings to question the relevance of these service learning outcomes beyond North America and specifically Ireland. This qualitative study examined 11 occupational therapy students’ journal reflections, portfolio entries, and …
Increasing Self-Efficacy Through Role Emerging Placements: Implications For Occupational Therapy Experiential Learning, Amy Mattila, Elizabeth D. Deiuliis, Ann B. Cook
Increasing Self-Efficacy Through Role Emerging Placements: Implications For Occupational Therapy Experiential Learning, Amy Mattila, Elizabeth D. Deiuliis, Ann B. Cook
Journal of Occupational Therapy Education
Fieldwork education is an essential component of occupational therapy curriculum design and student development. Today’s students are faced with a variety of challenges in the changing, diverse healthcare system, and educators need to ensure there are placements that best prepare them for these demands. Role emerging fieldwork offers an opportunity to not only meet the curricular requirements of fieldwork education, but also afford students the chance to develop confidence and skills unique to this kind of placement. The purpose of this explanatory case study was to explore graduate occupational therapy students’ self-efficacy before and after a Level I role emerging …
Telehealth Experiential Learning: A Pilot Study Of The Client’S Experience, Katrina M. Serwe, Christine Bowman
Telehealth Experiential Learning: A Pilot Study Of The Client’S Experience, Katrina M. Serwe, Christine Bowman
Journal of Occupational Therapy Education
This research examined the client experience of a student-led occupational therapy pro bono clinic that involved telehealth-delivered treatment sessions. Six clients responded to a survey that included both Likert scale close-ended and open-ended items. The researchers employed descriptive statistics for close-ended items and summarized open-ended responses. All close-ended items had a median score of 4 out of 5, indicating it was easy to communicate, easy to find and use features of the software, and that there were minimal problems with the software in the telehealth delivered sessions. Open ended-responses reflected an overall positive experience.
Experiential Learning: Critical Analysis Of Standardized Patient And Disability Simulation, Laura Vanpuymbrouck, Jenna L. Heffron, Alisa Jordan Sheth, Kim J. The, Danbi Lee
Experiential Learning: Critical Analysis Of Standardized Patient And Disability Simulation, Laura Vanpuymbrouck, Jenna L. Heffron, Alisa Jordan Sheth, Kim J. The, Danbi Lee
Journal of Occupational Therapy Education
Current revisions to the accreditation standards for occupational therapy (OT) education include proposed changes to experiential learning. The AOTA Fieldwork/Experiential Learning Ad Hoc Committee recommends that fieldwork Level I experiences be replaced with a new model of experiential education that includes the use of standardized patients and simulation (AOTA, 2017). The purpose of this article is to present critical perspectives about standardized patient simulation and disability simulation to support informed decision-making about the integration of experiential learning in OT professional education. In standardized patient simulation, actors play the roles of clients and important others in therapeutic scenarios; in disability simulation, …