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- Occupational therapy (7)
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- Simulation (3)
- Case-based learning (2)
- Curriculum (2)
- Curriculum design (2)
- Fieldwork (2)
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- Game-based learning (2)
- Instructional methods (2)
- Professional reasoning (2)
- Service-learning (2)
- Team-based learning (2)
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- Allen Cognitive Level Screen - 5 (1)
- Anti-oppression (1)
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- COVID-19 (1)
- Civic-responsibility (1)
- Clinical skills (1)
- Close reading (1)
- Collaboration (1)
- Community-based health promotion (1)
- Competency assessment (1)
- Concept mapping (1)
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Articles 1 - 30 of 33
Full-Text Articles in Education
Building Bridges: A Mentor Education Program For Occupational Therapy Practitioners, Sara J. Stephenson, Cynthia Ivy, Montana Vonier, Danielle Sweets
Building Bridges: A Mentor Education Program For Occupational Therapy Practitioners, Sara J. Stephenson, Cynthia Ivy, Montana Vonier, Danielle Sweets
Journal of Occupational Therapy Education
Mentoring in occupational therapy is a crucial role that many practitioners undertake and there is a paucity of mentor education specific to occupational therapists. Authors present an innovative approach to mentor education through a novel three-part online mentor training series. Developed by faculty teaching at Northern Arizona University’s (NAU) entry level Occupational Therapy Doctorate (OTD) program, the series incorporated adult learning theory and the stages of mentoring through the lens of occupational therapy. The training series received positive feedback from participants, who found it straightforward, relevant, and applicable to their work settings. Literature emphasizes the increasing demand for quality mentors …
Learning Outcomes Of Hybrid In-Person And At-Home Orthosis Fabrication Instruction For Occupational Therapy Students, Evelyn Lee, Amanda Leung, Sylvia Langlois, Susan Hannah
Learning Outcomes Of Hybrid In-Person And At-Home Orthosis Fabrication Instruction For Occupational Therapy Students, Evelyn Lee, Amanda Leung, Sylvia Langlois, Susan Hannah
Journal of Occupational Therapy Education
Prior to the COVID-19 pandemic, occupational therapy students at one university received all orthosis fabrication education through an in-person laboratory-based environment supported by clinicians and instructional videos. Due to the pandemic restrictions, orthosis fabrication labs for occupational therapy students were transitioned to a hybrid in-person and at-home supported lab. Presently, there is no research investigating how a hybrid in-person orthosis lab and at-home orthosis fabrication experience impacts the professional practice skill development of occupational therapy students entering the workforce. This research examined the learning outcomes of participation in a hybrid orthosis fabrication experience consisting of one in-person laboratory-based experience and …
Moving Forward Together: Reflections Of A National Survey Of Ot/Ota Students’ Perceptions Of Culturally Aware Educational Content Delivery, Adair M. Sanchez, Iris W. Burns, Tina M. Deangelis, Maclain Capron, Abigail Mills, Taylor Kligerman
Moving Forward Together: Reflections Of A National Survey Of Ot/Ota Students’ Perceptions Of Culturally Aware Educational Content Delivery, Adair M. Sanchez, Iris W. Burns, Tina M. Deangelis, Maclain Capron, Abigail Mills, Taylor Kligerman
Journal of Occupational Therapy Education
In June of 2020 in response to the murder of George Floyd and the additional atrocities against historically marginalized people and communities across the United States, the Commission on Education (COE) of the American Occupational Therapy Association (AOTA) sought to act within its scope. A retrospective survey (N= 1,692) was developed, deployed, and analyzed in accordance with the COE’s standard operating procedures relating specifically to monitoring trends that impact the education of occupational therapy (OT) and occupational therapy assistant (OTA) students. This survey aimed to capture perspectives from OT/OTA students regarding the delivery of culturally aware educational content in curricula …
The Great Escape: A Novel Approach To Collaborative Learning (Pilot), K. Megan Carpenter, Anthony D. Cunningham, Laura Smith, Kelly Krigbaum
The Great Escape: A Novel Approach To Collaborative Learning (Pilot), K. Megan Carpenter, Anthony D. Cunningham, Laura Smith, Kelly Krigbaum
Journal of Occupational Therapy Education
Healthcare continues toward team-based approaches in which multiple disciplines collaborate to ensure holistic patient care. National standards for intraprofessional collaboration guide curriculum design for entry-level occupational therapy (OT) and occupational therapy assistant (OTA) programs to ensure students acquire specific skills and knowledge needed for current OT practices. Effective intraprofessional collaboration includes effective communication, respect, trust, and understanding of role delineation, which students prefer to learn in experiential, face-to-face formats. The purpose of this study was to examine OT and OTA students’ perspectives of participating in an educational escape room (EER) as a novel experience for intraprofessional education. Investigators created an …
Impact Of Virtual Simulation-Based Level I Fieldwork On Level Ii Fieldwork Performance, Rebecca Ozelie, Maggie Moeller, Taylor Newmark
Impact Of Virtual Simulation-Based Level I Fieldwork On Level Ii Fieldwork Performance, Rebecca Ozelie, Maggie Moeller, Taylor Newmark
Journal of Occupational Therapy Education
Fieldwork is an essential part of a student’s education and development to become competent in entry-level occupational therapy skills (ACOTE, 2018). The implications of COVID-19 coupled with staffing shortages and an increase in academic programs resulted in academic fieldwork coordinators competing for a limited number of spots. The Accreditation Council of Occupational Therapy Education (ACOTE) integrated the use of simulation as an instructional method to meet Standard C.1.9 for Fieldwork I. This study used a retrospective cohort design to determine the impact of virtual simulation-based Level I fieldwork on performance in Level II fieldwork. Thirty-seven Doctor of Occupational Therapy students’ …
A Framework For Creating And Using Teaching Philosophy Statements To Guide Reflective And Inclusive Instruction, Steven D. Taff
A Framework For Creating And Using Teaching Philosophy Statements To Guide Reflective And Inclusive Instruction, Steven D. Taff
Journal of Occupational Therapy Education
A teaching philosophy statement (TPS) is a brief, deeply personal narrative that gives insight into an educator’s perspective on the teaching enterprise. A TPS is typically comprised of a reflection on the educator’s values and beliefs, a description of what happens during the learning process, and statements about how teachers and learners ideally interact. Use of a TPS clarifies the bridge between theory/philosophy and practice which strengthens education as an interactive phenomenon and in so doing evokes an ethical purpose for the teaching-learning dynamic. This article describes the theoretical underpinnings of, and process for, an innovative framework occupational therapy educators …
Concept Mapping As An Instructional Method To Support Critical Thinking In Occupational Therapy Students: A Pilot Study, Alissa R. Baker, Cassandra C. Ginn
Concept Mapping As An Instructional Method To Support Critical Thinking In Occupational Therapy Students: A Pilot Study, Alissa R. Baker, Cassandra C. Ginn
Journal of Occupational Therapy Education
In occupational therapy practice, critical thinking is a foundational skill for the delivery of effective care; however, there is limited evidence on the development of critical thinking skills in occupational therapy education. The purpose of this study was to explore the effects and student perceptions of concept mapping on critical thinking skills in occupational therapy education. This study used a quasi-experimental design with a retrospective pre-post assessment after two teaching conditions: (a) traditional lecture and (b) concept mapping. The same convenience sample of students was used for each condition. Additional outcome measures included assessment of student concept maps using a …
Using An Ungraded Interprofessional Clinical Examination To Decrease Student Stress And Anxiety For A Skill-Based Exam, Mckenzie R. Behrendt, Stacy Smallfield, Jessica Semin, Kevin A. Kupzyk
Using An Ungraded Interprofessional Clinical Examination To Decrease Student Stress And Anxiety For A Skill-Based Exam, Mckenzie R. Behrendt, Stacy Smallfield, Jessica Semin, Kevin A. Kupzyk
Journal of Occupational Therapy Education
Healthcare educators are encouraged to provide both skill-based practical exams and interprofessional experiences to prepare students for clinical practice. With skill-based exams come increased student stress and anxiety. This article reports on the development, exploratory outcomes, and lessons learned from an ungraded objective structured clinical examinations (OSCEs) event involving doctoral-level occupational therapy and bachelor-level nursing students. The primary objective was to allow occupational therapy students to practice for an upcoming graded, comprehensive, skill-based exam. The secondary objective was to examine if the event changed students’ perceived interprofessional skills. The OSCE event included a large group pre-brief, three simulations with mini …
Applying An Anti-Racist Pedagogy To Develop And Deliver A Racial Microaggressions Workshop For Occupational Therapy Students, Shannon Giannitsopoulou, Jane A. Davis, Bismah Khalid, Ruheena Sangrar
Applying An Anti-Racist Pedagogy To Develop And Deliver A Racial Microaggressions Workshop For Occupational Therapy Students, Shannon Giannitsopoulou, Jane A. Davis, Bismah Khalid, Ruheena Sangrar
Journal of Occupational Therapy Education
Many workshops about identifying, understanding, and responding to microaggressions have been designed and delivered to learners within health education. However, few workshops implement an anti-racist pedagogical approach, and none presented in the literature have been created specifically for occupational therapy students. Anti-racist pedagogical approaches explicitly link interpersonal and institutional/structural oppressions to ensure that the impacts of microaggressions are not minimized by focusing solely on interpersonal interactions. A specific workshop is needed to address the noted persistence of racial microaggressions directed at clients, families, students, and practitioners within occupational therapy contexts and due to the embeddedness of practitioners in clients’ daily …
Evolution Of Level I Fieldwork During An International Pandemic: Students’ Perceptions Of The Effectiveness Of Virtual Simulation-Based Level I Fieldwork, Rebecca Ozelie, Shiori Domenighetti, Amanda Sugar, Samantha Conrad
Evolution Of Level I Fieldwork During An International Pandemic: Students’ Perceptions Of The Effectiveness Of Virtual Simulation-Based Level I Fieldwork, Rebecca Ozelie, Shiori Domenighetti, Amanda Sugar, Samantha Conrad
Journal of Occupational Therapy Education
Fieldwork education is an essential component of occupational therapy (OT) curriculum; yet national shortages and the COVID-19 pandemic have affected fieldwork availability. To combat the shortage, some academic programs implemented simulation-based Level I fieldwork experiences. The objective of this research study was to compare the perceived knowledge, confidence, and attitude of OT students that completed a virtual simulation-based Level I fieldwork to those that completed a traditional Level I fieldwork. This study involved a sample of 26 doctorate of OT students that completed a traditional or virtual simulation-based Level I fieldwork. Students completed pre-and-post fieldwork surveys regarding their perceived knowledge, …
Service-Learning And Case-Based Learning’S Impact On Student’S Clinical Reasoning: A Repeated Measures Design Study, Gordon B. Tsubira, Traci Garrison, Sapna Chakraborty, Shana Cerny
Service-Learning And Case-Based Learning’S Impact On Student’S Clinical Reasoning: A Repeated Measures Design Study, Gordon B. Tsubira, Traci Garrison, Sapna Chakraborty, Shana Cerny
Journal of Occupational Therapy Education
Clinical reasoning is crucial for the occupational therapy profession to thrive in an ever-changing healthcare environment but is seldom isolated for explicit instruction and outcome measurement in educational course curricula. A single-factor repeated measures design study was conducted to compare the impact of didactic case-based learning and experiential service-learning on the development of the clinical reasoning of students at a midwestern public university’s entry-level Master of Occupational Therapy program. The participants were sixteen graduate occupational therapy students who had completed their foundation-level courses. Participants explored modes of clinical reasoning in occupational therapy for eight weeks (the first half of the …
Community-Based Ot Program Planning: A Virtual Level Ii Fieldwork Program Developed In Response To The Global Pandemic, Tara Collins, Virginia E. Koenig, Stephanie J. Wong, Michelle Buccinna, Rena B. Purohit, Shifra K. Leiser, Debra Cullinane
Community-Based Ot Program Planning: A Virtual Level Ii Fieldwork Program Developed In Response To The Global Pandemic, Tara Collins, Virginia E. Koenig, Stephanie J. Wong, Michelle Buccinna, Rena B. Purohit, Shifra K. Leiser, Debra Cullinane
Journal of Occupational Therapy Education
The purpose of this article is to explain how an occupational therapy (OT) program in a university setting developed a virtual Level II community-based fieldwork program in response to the COVID-19 global pandemic. This virtual fieldwork program, guided by the PRECEDE-PROCEED Planning Model (PPM), was designed to help keep students on track with their academic goals while providing them with experiential learning that would increase their confidence in OT program planning and promote their professional development. Outcome measures for this study consisted of a pre-and post-fieldwork survey that asked participants to rank their self-perceived confidence in five distinct areas of …
Improving Empathy Of Occupational Therapy Students Through Reading Literary Narratives, Cavenaugh Kelly
Improving Empathy Of Occupational Therapy Students Through Reading Literary Narratives, Cavenaugh Kelly
Journal of Occupational Therapy Education
This study explored the impact of teaching empathy to occupational therapy students through the close reading of literary narratives. The study defined empathy as a dynamic process involving Theory of Mind (ToM), emotional resonance, and empathy as a willful act. Empathy is an espoused value of occupational therapy challenged by the modern demands of the market-driven health care system, and research suggests reading literary narratives, or stories with qualities of literature, facilitates greater empathy. Prior studies have also indicated that practicing with greater empathy improves health outcomes and makes occupational therapy sessions more client centered. In this study, a quasi-experimental …
Occupational Therapy Students’ Experiences Of Team-Based Learning: A Multi-Year Study, Bhing-Leet Tan, I-Ling Yeh, Phyllis Liang
Occupational Therapy Students’ Experiences Of Team-Based Learning: A Multi-Year Study, Bhing-Leet Tan, I-Ling Yeh, Phyllis Liang
Journal of Occupational Therapy Education
Many health sciences disciplines have adopted team-based learning (TBL) as part of their education pedagogy, with studies showing increased classroom participation and learner satisfaction. However, it will be beneficial to explore the learning experiences of occupational therapy students in TBL using a mixed methods approach. In an undergraduate occupational therapy program, students undertook three clinical modules using TBL in years two and three. This study explored their perceptions and experiences of TBL. This was a mixed methods prospective cohort study, during which two cohorts of students from Academic Year (AY) 2016 and AY2017 completed the Team-Based Learning Student Assessment Instrument …
Kinesthetic Learners During The Covid-19 Pandemic: Occupational Therapy Students’ Perspective On E-Learning, Michael Stamm, Kailey Francetic, Regina Reilly, Angela Tharp, Nicole Thompson, Ryleigh Weidenhamer
Kinesthetic Learners During The Covid-19 Pandemic: Occupational Therapy Students’ Perspective On E-Learning, Michael Stamm, Kailey Francetic, Regina Reilly, Angela Tharp, Nicole Thompson, Ryleigh Weidenhamer
Journal of Occupational Therapy Education
The purpose of the study was to understand the perspective of kinesthetic learners in an online learning environment. A Microsoft Forms survey was created and distributed to the sample population using the university electronic mailing list. If self-identified as kinesthetic learners, subjects were asked to participate in a semi-structured focus group. Twenty-six subjects responded to the survey, with 73% (n=19) identifying as kinesthetic learners. Quantitative results showed subjects felt most confident in content comprehension but less confident in clinical application. Qualitative data collection led to emergence of the following four themes—advantages, disadvantages, accommodations to e-learning, and external factors. …
Teaching Clinical Skills Online: Techniques, Student Feedback, And Lesson Learned, Kathleen Eglseder, Amanda Littleton
Teaching Clinical Skills Online: Techniques, Student Feedback, And Lesson Learned, Kathleen Eglseder, Amanda Littleton
Journal of Occupational Therapy Education
The use of online education has long been used in occupational therapy for both post professional and continuing education. In entry level programs, however, strict online education is not common due to the intensive clinical skills that the students must obtain. These are typically taught in lab format with consistent practice and faculty feedback. Due to the COVID 19 epidemic, many universities were forced to make a rapid transition to online learning with little preparatory time. While it is believed that many courses were conducive to this change in format, instructors of clinical skills courses were forced to identify creative …
Use Of A Webinar To Assess Fieldwork Educator Readiness To Provide Occupational Therapy Services And Supervise Students Through Telehealth, Jennifer A. Calabrese, Jeanne M. Coviello, Anna Y. Grasso, Kelly A. Otchet, Erica A. Pugh, Mary Beth Thomas, Bridget Trivinia
Use Of A Webinar To Assess Fieldwork Educator Readiness To Provide Occupational Therapy Services And Supervise Students Through Telehealth, Jennifer A. Calabrese, Jeanne M. Coviello, Anna Y. Grasso, Kelly A. Otchet, Erica A. Pugh, Mary Beth Thomas, Bridget Trivinia
Journal of Occupational Therapy Education
At the start of the COVID-19 pandemic in the spring of 2020, many school-based occupational therapy practitioners experienced intensified job demands including a rapid shift to telehealth service delivery. Additionally, academic fieldwork coordinators sought to find effective methods of delivering fieldwork education and supporting those involved, including the occupational therapy fieldwork educators and students, as they navigated the new context imposed by the pandemic. A study was completed using a synchronous webinar format and post-webinar survey to explore school-based occupational therapy practitioners’ perceptions of readiness to provide occupational therapy services through telehealth, the perception of preparedness of potential, current, and …
Using Metacognitive Training With Kinesiology Students, Christina Davlin-Pater, Leah S. Dunn, Roy Bower, William Cipolli, Sara Biddle
Using Metacognitive Training With Kinesiology Students, Christina Davlin-Pater, Leah S. Dunn, Roy Bower, William Cipolli, Sara Biddle
Journal of Occupational Therapy Education
As future healthcare practitioners, kinesiology students must become expert learners who choose strategies resulting in deep and durable learning. Metacognitive instruction goes beyond the use of study skills as it focuses on student reflection and evaluation of their learning success, and ultimately establishes effective learning skills, a requirement for professional practice. To examine if an intervention in a kinesiology course affected metacognitive awareness and use of metacognitive strategies, a quasi-experimental research design utilized a convenience sample of 89 upper division undergraduate occupational therapy students and master’s level athletic training students enrolled in kinesiology courses. Using an online survey including the …
Occupation-Focused Learning And Personal Development Through Service-Learning, Sarah Quinn, Katie Cremin
Occupation-Focused Learning And Personal Development Through Service-Learning, Sarah Quinn, Katie Cremin
Journal of Occupational Therapy Education
Experiential learning is not without its challenges. Following a pilot examination of student feedback on practical and learning difficulties they encountered, students’ experiences of their occupation-focused, service-learning module was systematically explored using a case study design. Concurrent mixed methods were employed to collect data with emphasis on qualitative data gathered through weekly, guided reflective journals and online forums. Students were also surveyed pre and post module to validate data on their experiences regarding their concerns, perceived learning, and evaluation of the module. Four themes were identified. These related to students’ increased understanding of the use and value of occupation; their …
All Work Or All Play? The Impact Of Cultural And Clinical Activities On Perceived Cultural Sensitivity Development During An Occupational Therapy Service Learning Experience, Monique C. Chabot, Adair Sanchez, Said Nafai, Elizabeth Stevens-Nafai
All Work Or All Play? The Impact Of Cultural And Clinical Activities On Perceived Cultural Sensitivity Development During An Occupational Therapy Service Learning Experience, Monique C. Chabot, Adair Sanchez, Said Nafai, Elizabeth Stevens-Nafai
Journal of Occupational Therapy Education
International service learning experiences provide invaluable opportunities for occupational therapy practitioners and students to practice clinical skills while also being exposed to different cultures and experiences not available in their home country. Studies have shown that clinical activities during international service learning experiences increase students’ cultural awareness and sensitivity, however the effect of cultural activities on students’ development is not known. Over the span of two years, multiple groups of American occupational therapy students traveled to Morocco for a ten day service learning experience and served in a variety of clinical activities across the lifespan and population. Students also participated …
From Boring To Board Game: The Effect Of A Serious Game On Key Learning Outcomes, Kendal L. Booker, Anita W. Mitchell
From Boring To Board Game: The Effect Of A Serious Game On Key Learning Outcomes, Kendal L. Booker, Anita W. Mitchell
Journal of Occupational Therapy Education
Serious games incorporate learning objectives in the context of competitive games with rules. These types of games have been incorporated in education as well as therapeutic contexts. This study examined the effectiveness of a modification of the game “Snakes and Ladders,” for reviewing and learning qualitative research concepts. Using the Game-based Evaluation Model (GEM), the researchers also measured learning indicators such as interest and enjoyment, perceived competence, effort and importance, and value/usefulness. Thirty-eight Master of Occupational Therapy students completed a 25-question multiple choice pretest to measure knowledge of qualitative research concepts before playing the game. A 25-question multiple choice posttest …
Designing Interprofessional Education Curriculum To Maximize Collaborative Competency, Whitney Lucas Molitor, Allison Naber
Designing Interprofessional Education Curriculum To Maximize Collaborative Competency, Whitney Lucas Molitor, Allison Naber
Journal of Occupational Therapy Education
Interprofessional collaboration improves health outcomes through enhanced efficiency and communication among team members. Professional educational standards call for interprofessional education (IPE) to develop the collaborative competencies necessary for transition from didactic learning to clinical practice. Variability exists regarding methods of IPE implementation, so efficacy of curricula needs to be described in a manner which allows for replication and utilization of these methods with occupational therapy students. A pre/post design with convenience sampling of students from occupational therapy, physical therapy, and physician assistant programs was completed to determine the effectiveness of an IPE module and to discover if differences in IPE …
Student Engagement In Peer Dialogue About Diversity And Inclusion, Barry L. Trentham, Sylvia Langlois, Ruheena Sangrar, Jill Stier, Lynn Cockburn, Deb Cameron, Rebecca Renwick, Chantal Dsouza
Student Engagement In Peer Dialogue About Diversity And Inclusion, Barry L. Trentham, Sylvia Langlois, Ruheena Sangrar, Jill Stier, Lynn Cockburn, Deb Cameron, Rebecca Renwick, Chantal Dsouza
Journal of Occupational Therapy Education
Student engagement in peer dialogue is a key aspect of a transformative learning process. However, the dynamics of peer dialogue become more complex when applied to concepts of diversity and inclusion, due to increased risk of student vulnerability and exclusion. This study examined how curricular content and contextual features in educational settings facilitate peer dialogue by analyzing the learning narratives of eleven occupational therapy graduate students. Considered within a transformative approach to learning, findings suggest the need to consider how students experience and name diversity. Critical questions are raised about the value of and potential caveats about exposing students to …
Student Involvement In Flipped Classroom Course Design, Whitney Henderson, Lyndi Plattner, Bailey Baucum, Tymeshia Casey, Allison Grant, Paige Headlee
Student Involvement In Flipped Classroom Course Design, Whitney Henderson, Lyndi Plattner, Bailey Baucum, Tymeshia Casey, Allison Grant, Paige Headlee
Journal of Occupational Therapy Education
The purpose of this mixed-methods study was to examine changes in content knowledge, clinical reasoning, and metacognition with occupational therapy students involved in course design (collaborative participants), with participants engaged in flipped classroom model only (course participants), and to compare results between the collaborative and course participants. Forty-three occupational therapy students participated in this study. Researchers administered three pre- and post-test questionnaires and completed three focus groups. Results demonstrated both groups experienced growth in active learning and clinical reasoning and changed their perception of student involvement. The collaborative participants demonstrated additional benefits of development of relationships, increased accountability, and improved …
A Comparison Of Modified Team-Based Learning And Lecture-Based Instruction In Occupational Therapy Education, Paul Bonzani, Vanessa D. Jewell, Barbara P. White
A Comparison Of Modified Team-Based Learning And Lecture-Based Instruction In Occupational Therapy Education, Paul Bonzani, Vanessa D. Jewell, Barbara P. White
Journal of Occupational Therapy Education
This study explored the comparative effectiveness of team-based learning and lecture-based instruction in consecutive cohorts of occupational therapy students. Further, the study explored student perceptions of team-based learning. The mixed method study employed a two-group, quasi-experimental design and a broad qualitative design using thematic analysis with a convenience sample of consecutive occupational therapy student cohorts (N=70, N=62) in a human movement class. Cohort A (N=70) received instruction using a lecture-based instruction (LBI) approach and individual assessment. Cohort B (N=62) received modified team-based learning (TBL). Mid-term, final examination, and final course grades were compared. Thematic analysis was employed to assess student …
Occupational Therapy Students’ Experiential And Self-Regulated Learning In A Community Program For Breast Cancer Survivors, Karen Ratcliff, Theresa M. Smith
Occupational Therapy Students’ Experiential And Self-Regulated Learning In A Community Program For Breast Cancer Survivors, Karen Ratcliff, Theresa M. Smith
Journal of Occupational Therapy Education
Occupational therapy educators utilize varied educational theories to prepare occupational therapy students to develop the knowledge, clinical reasoning, and professionalism necessary for successful Level II fieldwork completion. Students need to be equipped to apply didactic knowledge to patient intervention and care. Students can benefit by engaging in authentic experiences that extend didactic learning to real life challenges. Providing such experiences requires careful thought and consideration of course design by faculty. This manuscript describes the use of experiential learning and self-regulated learning theory to design and implement a student-run, community-based cognitive rehabilitation program for breast cancer survivors. This program afforded the …
Student Perceptions And Grade Comparisons After Exposure To Instructor-Made Skills Videos In A Kinesiology Course, Pamela Karp, Robert G. Gallagher
Student Perceptions And Grade Comparisons After Exposure To Instructor-Made Skills Videos In A Kinesiology Course, Pamela Karp, Robert G. Gallagher
Journal of Occupational Therapy Education
The purpose of this mixed method, descriptive case study was to determine whether the use of pre-recorded instructor-made videos (PRIMVs) in a kinesiology course, along with curricular design changes, facilitated increased conceptual and practical student learning. The study examined three student cohorts in one occupational therapy program. Two of the student cohorts had unrestricted access to the PRIMVs designed to support student learning of bone and muscle palpation and joint actions. Students from the two cohorts completed a survey about their experience of having access to the videos. Exam data from the student cohorts who had access to the videos …
Use Of Case Studies To Promote Critical Thinking In Occupational Therapy Students, Denise D. Allen, Susan Toth-Cohen
Use Of Case Studies To Promote Critical Thinking In Occupational Therapy Students, Denise D. Allen, Susan Toth-Cohen
Journal of Occupational Therapy Education
Critical thinking is a necessary component of clinical reasoning that should be addressed as part of the graduate curriculum for occupational therapists. For students to apply critical thinking in practice they must also have confidence and minimal anxiety about their abilities. Case-based learning was chosen to address critical thinking skill development, increase confidence, and decrease anxiety. The purpose of this mixed methods pilot study was to evaluate progressively independent engagement with case-based learning on student performance, confidence, and anxiety in applying critical thinking skills in the clinical setting. Critical thinking was measured using a rubric to assess students’ performance in …
Self-Determination Theory And Professional Reasoning In Occupational Therapy Students: A Mixed Methods Study, Tiffany Bolton, Evan Dean
Self-Determination Theory And Professional Reasoning In Occupational Therapy Students: A Mixed Methods Study, Tiffany Bolton, Evan Dean
Journal of Occupational Therapy Education
Occupational therapy (OT) education frequently utilizes experiential learning as an effective instructional method to develop professional reasoning in OT students. However, there is little information about the development of professional reasoning. The researchers used a mixed-methods design to determine the extent to which an experiential learning course was effective in supporting professional reasoning ability with thirty-six OT students. Participants were students enrolled in an experiential learning course, which was part of their didactic graduate curriculum. Students attended an assigned setting weekly for sixteen weeks. Researchers collected data using the Self-Assessment of Clinical Reflection and Reasoning (SACRR) as well as reflective …
Exploring The Impact Of Service Learning In Haiti On The Cultural Competence Of Otd Students, Nathan Short, Heather Y.Z. St. Peters
Exploring The Impact Of Service Learning In Haiti On The Cultural Competence Of Otd Students, Nathan Short, Heather Y.Z. St. Peters
Journal of Occupational Therapy Education
As society trends towards increased cultural diversity, the need for cultural competence in the field of occupational therapy (OT) becomes more acute. Immersion in another culture within the curriculum offers the student an opportunity to put their knowledge into practice and recognize the need to competently interact with members of another culture. This study explored the impact of a service learning trip to Haiti, providing seating and mobility services, on all four factors of cultural intelligence (CQ; i.e., metacognitive CQ, cognitive CQ, motivational CQ, behavioral CQ) for occupational therapy doctoral (OTD) students. Using the cultural intelligence scale (CQS), a one-group …