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Educational Methods

Flipped classroom

Journal of Occupational Therapy Education

Publication Year

Articles 1 - 2 of 2

Full-Text Articles in Education

Occupational Therapy Students’ Experiences Of Team-Based Learning: A Multi-Year Study, Bhing-Leet Tan, I-Ling Yeh, Phyllis Liang Jan 2021

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 ...


Student Involvement In Flipped Classroom Course Design, Whitney Henderson, Lyndi Plattner, Bailey Baucum, Tymeshia Casey, Allison Grant, Paige Headlee Jan 2020

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 ...