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Articles 37591 - 37603 of 37603
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Student Perspectives Of The Occupational Therapy Doctoral Experience In An Academic Setting, Stacy Smallfield, Shelby Wood
Student Perspectives Of The Occupational Therapy Doctoral Experience In An Academic Setting, Stacy Smallfield, Shelby Wood
Journal of Occupational Therapy Education
The purpose of this study was to gather student perspectives of the 16-week doctoral experiential component (DEC) of the entry-level doctor of occupational therapy educational curriculum from students who completed the DEC in an academic setting. A retrospective qualitative study of a focus group of five students who completed the DEC in an occupational therapy (OT) academic setting was conducted using semi-structured interview questions. Codes were grouped into themes and the findings were summarized. Four major themes emerged: 1) learning experiences; 2) purposeful ambiguity; 3) knowledge and skill development; and 4) newfound appreciation. Learning experiences included …
Developing Critical Thinking In Ot Education: Effectiveness Of A Fishbowl Approach, Stephanie L. De Sam Lazaro, Bonnie R. W. Riley
Developing Critical Thinking In Ot Education: Effectiveness Of A Fishbowl Approach, Stephanie L. De Sam Lazaro, Bonnie R. W. Riley
Journal of Occupational Therapy Education
This paper explores the effectiveness of peer assisted learning on developing critical thinking skills in an occupational therapy graduate course. The use of peer teaching strategies, including a Fishbowl discussion and case-based problem solving, were compared to a faculty-led lecture approach to determine which approach best prepared student critical thinking. Participants included 115 first year graduate occupational therapy students. No statistically significant differences were noted in student ability to express knowledge, comprehension, and application of information. However, statistically significant differences were noted on graduate student ability to analyze, synthesize, and evaluate using newly learned information when peer teaching strategies were …
Qualitative Analysis Of Peer Supervision Training Needs In A Student-Run Occupational Therapy Clinic, Anne Murphy-Hagan, Lauren E. Milton
Qualitative Analysis Of Peer Supervision Training Needs In A Student-Run Occupational Therapy Clinic, Anne Murphy-Hagan, Lauren E. Milton
Journal of Occupational Therapy Education
The philosophy behind occupational therapy (OT) education espouses the belief that students are dynamic actors in the teaching-learning process, participating in self-appraisal and professional identity development. Yet, best-practice guidelines have not been developed to support students acting in a supervisory role, or contrastingly, receiving supervision from a peer. This study took place at a student-run OT clinic at a large research university in the Midwest. Qualitative methods were employed to investigate the question: What educational and training supports are needed to assist OT students with peer supervision in a student-run clinic? Six OT students participated in a focus group and …
Using Technology Enhanced Learning To Promote The Acquisition Of Practical Skills In Occupational Therapy, Terri Grant
Using Technology Enhanced Learning To Promote The Acquisition Of Practical Skills In Occupational Therapy, Terri Grant
Journal of Occupational Therapy Education
This paper focuses on the use of game-based technology to effectively choose, prescribe, and safely use equipment, which are vital occupational therapy skills. A three-hour workshop was designed for 42 second year British occupational therapy students across two cohorts. The goal was for students to try out a variety of equipment ranging from small household and kitchen aids to elevating chairs and hoisting equipment. Students used the game-based technology during a class to encourage their engagement with practical aspects of equipment use and fitting. A short, optional survey indicated use of the game-based technology resulted in extremely high student engagement …
Hybrid Learning To Develop Safe Patient Handling Judgement In Occupational Therapy Students, Steven D. Eberth, Ingrid Provident, Carla Chase
Hybrid Learning To Develop Safe Patient Handling Judgement In Occupational Therapy Students, Steven D. Eberth, Ingrid Provident, Carla Chase
Journal of Occupational Therapy Education
The goal of this mixed methods pilot study was to determine the effectiveness of a hybrid pedagogy to develop safe patient handling knowledge, self-efficacy, and skills in occupational therapy students. Developing safety judgment is integral to occupational therapy education programs, which requires the deepening of knowledge associations. As evidence suggests, patient handling is taught in academic programs with traditional pedagogy. Safe patient handling requires teaching the breadth of the most relevant and contemporary theory and techniques. A growing body of evidence demonstrates the effectiveness of online education. The project author developed an evidence-based hybrid pedagogical approach that included four narrated …
Collaborative Learning In A Faculty-Led Occupational Therapy Level I Fieldwork: A Case Study, Karen M. Keptner, Susan Maureen Klein
Collaborative Learning In A Faculty-Led Occupational Therapy Level I Fieldwork: A Case Study, Karen M. Keptner, Susan Maureen Klein
Journal of Occupational Therapy Education
Fieldwork experiences in occupational therapy are meant to bridge the gap between academic learning and clinical practice. Various formats for fieldwork experiences have been encouraged as sites become harder to find. A faculty-led fieldwork experience is one suggested format. Faculty-led initiatives using a collaborative learning model (CLM) allow faculty to supervise a group of students at one time. In order to understand more about using a CLM within Level I fieldwork, a case study approach was used to describe the experience of nine occupational therapy students. Results suggest that the students involved in this faculty-led Level I fieldwork experience in …
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 …
Interprofessional Education Enhancement: Inclusion Of Occupational Therapy, Julie Woodnorth, Heather A. Davidson
Interprofessional Education Enhancement: Inclusion Of Occupational Therapy, Julie Woodnorth, Heather A. Davidson
Journal of Occupational Therapy Education
The increase in interprofessional education (IPE) opportunities provides an excellent opportunity for occupational therapy (OT) educators to partner with other health professions to deepen the understanding of how the OT profession adds value to future healthcare teams. The purpose of this study was to describe the development and impact of a curricular unit about the OT profession that was integrated into an established IPE program for medical, advanced practice nursing, pharmacy and social work students. A Needs Assessment was conducted by embedding an OT consultant within interprofessional student teams working in clinical environments over six weeks to observe baseline understanding …
Metacognition Of First Year Occupational Therapy Students: A Comparison Of Entry-Level Degrees, Leah S. Dunn, Pamela Lewis-Kipkulei, Roy Bower
Metacognition Of First Year Occupational Therapy Students: A Comparison Of Entry-Level Degrees, Leah S. Dunn, Pamela Lewis-Kipkulei, Roy Bower
Journal of Occupational Therapy Education
The purpose of this study was to compare the metacognitive awareness among first year students in entry-level occupational therapy programs. The study investigated the similarities and differences in awareness of cognition and strategies used to regulate cognition in occupational therapy assistant (OTA), Master of Occupational Therapy (MOT), and Occupational Therapy Doctorate (OTD) programs to inform teaching practices for the different educational demands and expected outcomes of each program. Thirty occupational therapy students (11 OTA, 10 MOT, and 9 OTD) completed the Metacognitive Awareness Inventory (MAI) during their first semester of occupational therapy courses at two universities. Overall, the results indicated …
Proposing A Metacurriculum For Occupational Therapy Education In 2025 And Beyond, Quinn P. Tyminski, Amy Nguyen, Steven D. Taff
Proposing A Metacurriculum For Occupational Therapy Education In 2025 And Beyond, Quinn P. Tyminski, Amy Nguyen, Steven D. Taff
Journal of Occupational Therapy Education
The American healthcare system has undergone significant changes in the past few years due to government and corporate-level changes. As healthcare requirements continue to shift, occupational therapists must continue to assert their role or risk losing relevancy. Therefore, educational programs must prepare students to meet the populations’ shifting healthcare needs through agile curricula which focus less on isolated skills and more on broad areas of impact. To determine essential content comprising a ‘metacurriculum’ for occupational therapy education of the future, nine articles were analyzed using Bloom’s Taxonomy (revised) to code each document into knowledge, skills, and behaviors. Major themes were …
Anti-Fat Bias Of Occupational Therapy Students, Carli Friedman, Laura H. Vanpuymbrouck
Anti-Fat Bias Of Occupational Therapy Students, Carli Friedman, Laura H. Vanpuymbrouck
Journal of Occupational Therapy Education
Anti-fat biases in healthcare providers can result in substandard and decreased care, and also result in health disparities. There are very few studies that examine occupational therapists’ attitudes towards fat people and implications on practice. Therefore, the aim of this study was to explore the implicit fat prejudice of occupational therapy students. The authors also sought to understand how this prejudice related to the occupation-based models/frames of reference with which students professionally identified. To do so, 58 occupational therapy students from three Midwestern universities, all of whom recently completed their first year of professional occupational therapy education, completed the Weight …
Developing An International Cultural Learning Project: An Effort Towards Introducing Internationalization In The Classroom, Mary Zadnik, Pavlina Psychouli, Kayla Collins
Developing An International Cultural Learning Project: An Effort Towards Introducing Internationalization In The Classroom, Mary Zadnik, Pavlina Psychouli, Kayla Collins
Journal of Occupational Therapy Education
In an increasingly diverse and global society, allied health professionals must be ready to meet the needs of clients with different cultural values, habits, and attitudes. Understanding how culture impacts decision making in healthcare is a fundamental skill. However, education and experiences to help prepare future practitioners to meet this need are often lacking in allied health. This paper highlights a call to develop methods to identify and overcome barriers in providing students with culturally diverse and immersive experiences both feasibly and efficiently. A pilot cross-cultural experience was created utilizing the technique of Internationalization at Home (IaH) and integrating technology …
Instructing Students How To Use Evidence-Based Technology Interventions With Older Adults, Michele L. Tilstra, Michelle L. Webb, Sandra E. Groger
Instructing Students How To Use Evidence-Based Technology Interventions With Older Adults, Michele L. Tilstra, Michelle L. Webb, Sandra E. Groger
Journal of Occupational Therapy Education
Current evidence supports the use of technology with older adults and the Accreditation Council for Occupational Therapy Education standards for entry-level occupational therapy programs mandate instruction on the use of technology to support occupational performance. The literature does not clearly define specific strategies to teach entry-level occupational therapy students how to implement technology interventions with older adults. The purpose of this paper is to provide OT educators with recommendations for teaching entry-level students to use evidence-based technology with older adults. The authors reviewed current literature. The recent evidence helped the authors define practical curriculum recommendations for instructing entry-level occupational therapy …