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Articles 91 - 120 of 133
Full-Text Articles in Education
Survey Of Occupational Therapy Students' Attitudes, Knowledge And Preparedness For Treating Lgbt Clients, Deborah J. Bolding, Vivian Rodriguez, Helen Nguyen, Laurie A. Drabble
Survey Of Occupational Therapy Students' Attitudes, Knowledge And Preparedness For Treating Lgbt Clients, Deborah J. Bolding, Vivian Rodriguez, Helen Nguyen, Laurie A. Drabble
Journal of Occupational Therapy Education
Members of lesbian, gay, bisexual and transsexual (LGBT) populations are sexual and gender minorities and are at risk for significant health disparities compared to heterosexual populations. This study examined occupational therapy students’ and recent graduates’ (n=435) basic knowledge, clinical preparedness and attitudinal awareness for working with LGBT clients using the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale (LGBT-DOCSS; Bidell, 2017). Students in the study generally rated themselves low (between three and four on a seven-point scale) on questions related to clinical preparedness, indicating they felt they did not have adequate training relative to working with LGBT clients. …
Learning Strategies And Academic Difficulty In Occupational And Physical Therapy Online Education, Evan M. Pucillo, Erica Kiernan, Mary P. Shotwell, Jackie Crossen-Sills
Learning Strategies And Academic Difficulty In Occupational And Physical Therapy Online Education, Evan M. Pucillo, Erica Kiernan, Mary P. Shotwell, Jackie Crossen-Sills
Journal of Occupational Therapy Education
As occupational therapy (OT) and physical therapy (PT) programs expand across the United States to address a shortage in the health workforce there is a limited understanding of the relationship between learning strategies and academic success in these professions. The purpose of this study was to explore the Learning and Study Strategies Inventory (LASSI) in relation to hybrid-online clinical neuroscience course outcomes in OT and PT students. Thirty-four students (n=14 OT; n=20 PT) self-administered the LASSI during the spring of 2019. The scales of Information Processing (r = -0.43; p<0.01), Self-Testing (r = -0.36; p<0.05), and Test Strategies (r = 0.32; p<0.05) displayed modest statistically significant relationships to final neuroscience grade and cumulative professional grade point average (r = -0.43; p<0.01), (r = -0.30; p<0.05), (r = 0.29; p<0.05), respectively. Some scales of the LASSI appeared to be modestly related to academic difficulty in this sample, however scales were not significantly related to academic achievement. Students who scored highly on the LASSI scale of Test Strategies tended to have higher course performance compared to their peers. Students who rely on certain learning strategies may be at risk for academic difficulty in hybrid-online coursework. Those who scored highly on the LASSI scales of Information Processing and Self-testing tended to have lower course performance compared to their peers. The LASSI may provide OT and PT students a better understanding of learning and study strategies that are related to academic difficulty in online learning.
Correlation Between Simulation And Fieldwork Performance In Adult Physical Rehabilitation, Whitney Lucas Molitor, Ranelle Nissen
Correlation Between Simulation And Fieldwork Performance In Adult Physical Rehabilitation, Whitney Lucas Molitor, Ranelle Nissen
Journal of Occupational Therapy Education
The purpose of this study was to explore the relationship between performance in simulation used as a learning method in an adult physical rehabilitation and Level II fieldwork. A retrospective cohort research design was utilized to analyze data gathered from occupational therapy student cohorts between 2011-2017 enrolled in an entry-level Masters (MS) and Doctor of Occupational Therapy (OTD) program located in the Midwest United States. Course performance on skills checks, which utilized simulation methods, as well as final exam and course grades were analyzed and compared to performance scores on the FWPE. The overall course exam performance is the strongest …
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 …
Masters To Doctorate: Impact Of The Transition On One Occupational Therapy Program, Rebecca Ozelie, Kia Ashley Burks, Samantha Lee, Kathryn Riggilo, Michelle Sivak
Masters To Doctorate: Impact Of The Transition On One Occupational Therapy Program, Rebecca Ozelie, Kia Ashley Burks, Samantha Lee, Kathryn Riggilo, Michelle Sivak
Journal of Occupational Therapy Education
Within the field of occupational therapy, the issue of transitioning from an entry-level master's degree to an entry-level doctorate degree is under debate. As such, it is important to investigate the impact of the transition in order to help make educated decisions about the potential future of the profession.This study analyzed retrospective data collected from six cohorts at one Midwestern university to analyze the impact of the transition to an entry-level doctorate on diversity, admission and matriculation rates, and fieldwork reservations. No statistical difference in diversity between masters and doctorate level cohorts was found but it is of note that …
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 …
Teaching And Learning Occupation In Occupational Therapy Education: A Qualitative Evidence Synthesis, Mikaylah Miller, Melanie J. Roberts
Teaching And Learning Occupation In Occupational Therapy Education: A Qualitative Evidence Synthesis, Mikaylah Miller, Melanie J. Roberts
Journal of Occupational Therapy Education
Occupation is the core focus of the occupational therapy profession and is a complex concept for students to know and understand. The aim of this review was to understand how teaching and learning occupation has been represented by educators and students across qualitative studies in occupational therapy education. A qualitative evidence synthesis was conducted which included searching four databases; CINAHL, Medline, Scopus, and Embase. Research articles were screened using inclusion and exclusion criteria by two reviewers. The search resulted in 328 records being identified, with 13 articles included. The methodological quality of included articles was assessed using the Critical Appraisal …
Community Teaching Experience: A Description Of The Development And Design Of A Unique Teaching Experience For Occupational Therapy Doctoral Students, Laura E. Landon, Christine Berg, Sara S. Ulfers
Community Teaching Experience: A Description Of The Development And Design Of A Unique Teaching Experience For Occupational Therapy Doctoral Students, Laura E. Landon, Christine Berg, Sara S. Ulfers
Journal of Occupational Therapy Education
Entry-level occupational therapy doctorate (OTD) students receive education and training to interpret and disseminate evidenced-based literature. However, these students are often missing the clinical experience to identify clinically relevant questions that impact occupational outcomes. Conversely, occupational therapy practitioners have the clinical experience to determine clinically appropriate questions but often encounter time, budget, and setting constraints on researching and learning up-to-date evidence-based practice assessment and intervention techniques. The purpose of this paper is to describe the development and design of an exploratory educational project in which OTD students utilized clinically relevant questions identified by local occupational therapy practitioners to disseminate evidence-based …
Seltec: Service And Experiential Learning Through Engagement In The Community: A Level I Fieldwork Model: Part 1, Andrea B. Brown, Amanda J. Mohler
Seltec: Service And Experiential Learning Through Engagement In The Community: A Level I Fieldwork Model: Part 1, Andrea B. Brown, Amanda J. Mohler
Journal of Occupational Therapy Education
Securing effective and quality fieldwork experiences is an area of concern in occupational therapy education. Academic Fieldwork Coordinators and occupational therapy programs are looking for new models and innovative methods of instruction to provide fieldwork experiences to students. A team of occupational therapy faculty developed and implemented an innovative Level I fieldwork model called Service and Experiential Learning Through Engagement in the Community (SELTEC). The model incorporates service and experiential learning while engaging the occupational therapy program and faculty educators in the community. The SELTEC model utilizes the student, educational system, and community to promote a service relationship to provide …
Knowledge And Perceived Barriers Of Ot Students In The Transition Planning Process: A Pilot Study, Patrick A. Leytham, Robyn Otty
Knowledge And Perceived Barriers Of Ot Students In The Transition Planning Process: A Pilot Study, Patrick A. Leytham, Robyn Otty
Journal of Occupational Therapy Education
The involvement of related service personnel (such as occupational therapists) in the transition planning process for children with disabilities has consistently been reported as low. The purpose for this pilot study was to (a) compare Masters-level occupational therapy student knowledge of transition-related terminology to practicing therapists and (b) determine what perceived barriers students have as it relates to transition planning. A one-shot case study design was used to collect data. Occupational therapy students participated in a one-hour lecture on transition planning and a three-hour lab wherein they learned how to administer transition planning inventories. Afterwards, they completed a brief survey …
Retrospective Analysis Of Graduates’ Outcomes In A Post-Professional Occupational Therapy Doctorate Program, Nichole Morrow, Barbara Townsend, Vanessa D. Jewell, Angela Bahle-Lampe, Yongyue Qi
Retrospective Analysis Of Graduates’ Outcomes In A Post-Professional Occupational Therapy Doctorate Program, Nichole Morrow, Barbara Townsend, Vanessa D. Jewell, Angela Bahle-Lampe, Yongyue Qi
Journal of Occupational Therapy Education
There are limited studies within occupational therapy literature assessing the outcomes of advanced degrees. Specifically, there is a scarcity of literature about the benefits of completing a post-professional occupational therapy doctorate (POTD) program. The purpose of this study was to retrospectively examine graduates’ professional and personal outcomes at a midwestern university with an established POTD program. A total of 64 graduate exit surveys completed by POTD graduates between the years of 2008 and 2017 were analyzed using a mixed methods research design. Emergent categories from the data included a greater sense of self-empowerment and confidence, expanded career opportunities, and increased …
High Fidelity Simulation With Peer Debriefing: Influence Of Student Observation And Participation Roles On Student Perception Of Confidence With Learning And Feedback, Jodi Schreiber, Theresa Delbert, Laura Huth
High Fidelity Simulation With Peer Debriefing: Influence Of Student Observation And Participation Roles On Student Perception Of Confidence With Learning And Feedback, Jodi Schreiber, Theresa Delbert, Laura Huth
Journal of Occupational Therapy Education
High fidelity simulation (HFS) has been used successfully to prepare students in a range of health professions for the acute care setting. HFS consists of three phases, with debriefing identified as most important. Instructor-led debriefing has been the most documented form of providing feedback. This pilot study looked at the relationship between the use of peer debriefing in HFS on graduate occupational therapy students’ perceived level of confidence with giving and receiving performance related feedback. Students in an entry-level Master of Occupational Therapy program engaged in both an observational role and an active participation role in HFS followed by peer …
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 …
Professional Identity Of Undergraduate Occupational Therapy Students, Harrison Gray, Kay Colthorpe, Hardy Ernst, Louise Ainscough
Professional Identity Of Undergraduate Occupational Therapy Students, Harrison Gray, Kay Colthorpe, Hardy Ernst, Louise Ainscough
Journal of Occupational Therapy Education
Throughout the development of an individual, their identity, or how they see themselves, frequently changes. An important part of identity formation in adolescents is the development of professional identity, which is how they perceive themselves in a professional context. The establishment of a strong professional identity has been linked to life satisfaction, psychological well-being and success in one’s chosen career. The aim of this study was to identify the extent of professional identity development in second year undergraduate occupational therapy students. As part of an assessment task, students were asked to describe why they chose occupational therapy, how they saw …
Representation Of Theory In Occupational Therapy Education: An International Systematic Mapping Review, 1940-2015, Rachel Heeb, Barb Hooper, Steven D. Taff
Representation Of Theory In Occupational Therapy Education: An International Systematic Mapping Review, 1940-2015, Rachel Heeb, Barb Hooper, Steven D. Taff
Journal of Occupational Therapy Education
Previous review research has outlined the state of various aspects of occupational therapy education. No reviews, however, have examined how theory, specifically, is represented in educational scholarship. This systematic mapping review explored the way in which theory, as it relates to both occupational therapy practice and pedagogy, has been discussed throughout occupational therapy education scholarship. In the education scholarship, theory pertaining to occupational therapy practice often overlaps with theory pertaining to pedagogy; therefore, both domains were included in the review. A systematic search for occupational therapy education literature published between 1940 and 2015 resulted in 9765 unique citations, 556 of …
Design Of An Osce To Assess Clinical Competence Of Occupational Therapy Students, Nancy E. Krusen, Debra Rollins
Design Of An Osce To Assess Clinical Competence Of Occupational Therapy Students, Nancy E. Krusen, Debra Rollins
Journal of Occupational Therapy Education
Objective structured clinical examinations (OSCEs) are a series of controlled, timed stations in which students demonstrate clinical skills. OSCEs are commonly used within health professions education to demonstrate competence, prepare for clinical education, and conduct program evaluation. The body of literature addressing the use of OSCEs in occupational therapy (OT) is growing; however, there are no available guidelines for developing an OSCE specific to the profession. The purpose of this paper is to describe the design of an OSCE for OT students prior to fieldwork placement. Twelve OT practitioners participated in a modified-Delphi method to generate possible OSCE scenarios. The …
Occupational Therapy Student Conceptions Of Self-Reflection In Level Ii Fieldwork, Susan L. Iliff, Gaylene Tool, Patricia Bowyer, Diane Parham, Tina S. Fletcher, Wyona M. Freysteinson
Occupational Therapy Student Conceptions Of Self-Reflection In Level Ii Fieldwork, Susan L. Iliff, Gaylene Tool, Patricia Bowyer, Diane Parham, Tina S. Fletcher, Wyona M. Freysteinson
Journal of Occupational Therapy Education
Self-reflection is paramount to the development of professionalism and serves as the foundation of adult education and lifelong learning. Pedagogical approaches in health sciences programs that promote self-reflection are growing in popularity. Current literature identifies a gap in what and how students conceive self-reflection and whether self-reflection is creating professionals that meet the challenges of today’s healthcare climate. This qualitative study explores the conceptions of self-reflection for occupational therapy students in Level II Fieldwork. The use of phenomenographic methodology guided the collection of information-rich data through semi-structured interviews. Twenty-one occupational therapy graduates volunteered to participate in the interviews. Verbatim transcripts …
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 …
The Development Of A Cancer-Related Cognitive Impairments Seminar For Occupational Therapy Practitioners, Sara S. Ulfers, Christine Berg
The Development Of A Cancer-Related Cognitive Impairments Seminar For Occupational Therapy Practitioners, Sara S. Ulfers, Christine Berg
Journal of Occupational Therapy Education
Occupational therapy practitioners are qualified to address the emergence of functional deficits from cancer-related cognitive impairments (CRCI); however, they have reported a need to address gaps in their knowledge of CRCI. The purpose of this study was to comprehensively design, disseminate and examine the impact of implementing a face-to-face continuing education seminar designed to enhance occupational therapy practitioners’ knowledge of CRCI in adults and older adults. After completing a needs assessment and designing the seminar, the seminar was piloted with occupational therapy students (n = 64) where student feedback guided modifications to the seminar’s content, design and evaluation. The …
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 …
Perceptions Of Assessment In Norwegian Occupational Therapy Students, Tore Bonsaksen, Astrid Gramstad, Gry Mørk, Susanne G. Johnson
Perceptions Of Assessment In Norwegian Occupational Therapy Students, Tore Bonsaksen, Astrid Gramstad, Gry Mørk, Susanne G. Johnson
Journal of Occupational Therapy Education
In addition to securing minimum standards of learning among students, assessment is increasingly used as a tool to improve students’ learning. Assessment quality is measured as part of the Course Experience Questionnaire; however, the original ‘appropriate assessment’ scale has demonstrated ambiguous psychometric properties. The current study aimed to gain knowledge about occupational therapy students’ perceptions of assessment, and this was achieved by examining the factor structure and internal consistency of the six items on the ‘appropriate assessment’ scale. Students from six Norwegian universities (n = 187, response rate 61.3 %) completed the scale and reported demographic information. The factor …
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 …
The Short Assist Scales: Measurement Properties In A Sample Of Occupational Therapy Students In The Usa, Tore Bonsaksen, Adele Breen-Franklin
The Short Assist Scales: Measurement Properties In A Sample Of Occupational Therapy Students In The Usa, Tore Bonsaksen, Adele Breen-Franklin
Journal of Occupational Therapy Education
Shortening measurement scales can improve the scales’ feasibility, but at the same time, their measurement properties can be affected. This study investigated psychometric properties of the short Approaches and Study Skills Inventory for Students (ASSIST) among occupational therapy students in the United States. The students (n = 120) completed the ASSIST and provided basic socio-demographic and education-related information. Scale structure was examined with Principal Components Analysis (PCA), while consistency between scale items was assessed with Cronbach’s α and inter-item correlations. Three factors were confirmed, but three items showed poor or ambiguous fit with the proposed scales. These items were …
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 …
Conflict Management In Occupational Therapy Education: Process Drama As A Teaching Strategy, Theresa Delbert, Tyson Schrader
Conflict Management In Occupational Therapy Education: Process Drama As A Teaching Strategy, Theresa Delbert, Tyson Schrader
Journal of Occupational Therapy Education
The stressful and demanding environment of a healthcare facility can lead to interpersonal conflict. As a result of working in these environments, occupational therapy students may experience such conflict during Level II fieldwork. Research has shown that effective conflict management is an important component of success on Level II fieldwork; however, occupational therapy students often self-report a lack of confidence, comfort, and competence with managing conflict. Forty Master of Occupational Therapy students took part in a 2-day conflict management workshop. The workshop consisted of didactic training of conflict management concepts; large group process drama activities that introduced relevant role-play concepts; …
Student Perspectives On The Immediate Feedback Assessment Technique, Lauren E. Milton, Laura E. Landon
Student Perspectives On The Immediate Feedback Assessment Technique, Lauren E. Milton, Laura E. Landon
Journal of Occupational Therapy Education
A retrospective qualitative study was conducted to explore first-year occupational therapy graduate student perspectives on the Immediate Feedback Assessment Technique (IF-AT) which was implemented during a two-semester neuroscience course. The IF-AT system was used during small group application activities six times across a two-semester course sequence. Students discussed multiple-choice questions in small groups, used critical thinking skills and collaboration to select answers, then finally used the IF-AT scratch-off cards to indicate selections. At the conclusion of the second semester, 33 students provided qualitative feedback regarding their experience using the IF-AT. Conventional content analysis was used to capture the student voice …
Increasing Emotional Intelligence Through Self-Reflection Journals: Implications For Occupational Therapy Students As Emerging Clinicians, Natalie A. Perkins, Arlene A. Schmid
Increasing Emotional Intelligence Through Self-Reflection Journals: Implications For Occupational Therapy Students As Emerging Clinicians, Natalie A. Perkins, Arlene A. Schmid
Journal of Occupational Therapy Education
Occupational therapy practitioners and students need skills associated with emotional intelligence (EI) as it is linked with therapeutic use of self. It is vital to train and educate occupational therapy students in self-awareness in order to prepare them to work effectively with future clients and co-workers. This study explored the use of self-reflection journals among graduate students during their spring semester of a full-time on-campus Master’s in Occupational Therapy program. Researchers aimed to understand the impact of self-reflection journals on trait EI. First year master level occupational therapy students (n=39) completed the Trait Emotional Intelligence Questionnaire (TEIQue). Quantitative data were …
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 …
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 …
Thriving In The First Semester Of Graduate School: A Process Of Rebalancing And Self-Determination, Judith Malek-Ismail, Sheila R. Krajnik
Thriving In The First Semester Of Graduate School: A Process Of Rebalancing And Self-Determination, Judith Malek-Ismail, Sheila R. Krajnik
Journal of Occupational Therapy Education
Beginning graduate school can be an overwhelming experience dominated by changes in roles, restructuring of routines and habits, and shift in one’s balance of daily activities. The researchers employed a phenomenological design to explore perceptions of this experience among 33 graduate students during their first semester of a full-time entry-level Master of Occupational Therapy program. One overarching theme, turbulence and rebalancing, and four superordinate themes emerged: (I) anxiety, (II) contextual stress, (III) social supports, and (IV) self-determination. The stages the participants appeared to go through were cyclical in nature, where students experienced a recurring movement of turbulence and rebalancing, progression …