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Articles 1 - 6 of 6
Full-Text Articles in Medicine and Health Sciences
Students' Perception Of Pedagogical Approaches To An Occupation-Based Anatomy Course In Occupational Therapy, Chih-Huang Yu, Sean Roush, John White
Students' Perception Of Pedagogical Approaches To An Occupation-Based Anatomy Course In Occupational Therapy, Chih-Huang Yu, Sean Roush, John White
Journal of Occupational Therapy Education
There is a need to develop an anatomy course with contemporary pedagogy that is consistent with the core of the occupational therapy profession. The purpose of this study was to examine students’ perception of a blended learning pedagogy applied to an occupation-based anatomy course compared to a traditionally delivered anatomy course using cadaver lab for entry-level doctoral occupational therapy students at a private university in the Pacific Northwest region. A retrospective, nonrandomized, two-group, post-test only design with data gathered at the completion of each course was used. One student cohort received the occupation-based anatomy course with a traditional in-person learning …
Understanding The Mental Health Of Occupational Therapy Students During The Covid-19 Pandemic, Alisha Sharma, Andrea Tyszka
Understanding The Mental Health Of Occupational Therapy Students During The Covid-19 Pandemic, Alisha Sharma, Andrea Tyszka
Journal of Occupational Therapy Education
The COVID-19 pandemic has impacted the mental health of health professional students across the world. Although there are a growing number of studies regarding the mental health of other health professional students, there are currently limited studies regarding the mental health of entry-level occupational therapy (OT) and occupational therapy assistant (OTA) students in the United States, especially within the context of the COVID-19 pandemic. The purpose of this mixed methods survey study was to understand the mental health status of entry-level OT and OTA students in the United States during the COVID-19 pandemic in order to better support their mental …
Using A Flipped Classroom To Teach Evidence-Based Practice To Entry-Level Occupational Therapy Students, April C. Cowan, Karen Ratcliff, Chih-Ying Li
Using A Flipped Classroom To Teach Evidence-Based Practice To Entry-Level Occupational Therapy Students, April C. Cowan, Karen Ratcliff, Chih-Ying Li
Journal of Occupational Therapy Education
Constructivist teaching approaches rely on students to be active participants in their learning. A flipped classroom is a constructivist approach that requires the students to complete pre-learning activities outside of class. Thus, in class the students can practice and engage in team-based discussions and teacher guided learning. We delivered evidence-based practice (EBP) concepts to entry level occupational therapy (OT) students in a doctoral program using a constructivist approach, that included a flipped classroom model and reliance on team-based strategies. We used the Evidence Based Practice Confidence (EPIC) Scale to assess the change in students’ confidence in EBP. Students demonstrated statistically …
Occupational Therapy Graduate Students’, Recent Graduates’, And Educators’ Perceptions Of The Value Of Anatomy Knowledge, Karissa Legleiter
Occupational Therapy Graduate Students’, Recent Graduates’, And Educators’ Perceptions Of The Value Of Anatomy Knowledge, Karissa Legleiter
Journal of Occupational Therapy Education
This non-experimental descriptive survey study examined the relationship between occupational therapy (OT) graduate students’, recent graduates’, and educators' values of the regional and specific anatomy knowledge required for OT clinical practice. The researcher collected survey data from 94 OT graduate students, recent graduates, and educators at a private university. Data analysis consisted of descriptive statistics used to analyze the value of anatomical regions and structures and a one-way ANOVA with a post-hoc Tukey to compare the group means on the value of anatomical structures. Results revealed that the regions of the highest value were the back and spine, thorax, and …
Interprofessional Education And Collaborative Competency Development: A Realist Evaluation, Rabina Raveendrakumar, Salihah Faroze, David Rojas, Sylvia Langlois
Interprofessional Education And Collaborative Competency Development: A Realist Evaluation, Rabina Raveendrakumar, Salihah Faroze, David Rojas, Sylvia Langlois
Journal of Occupational Therapy Education
Collaboration among healthcare professionals has been widely cited as critical in ensuring optimal and efficient client care. To foster the development of this interprofessional competency in healthcare graduates, the University of Toronto created an Interprofessional Education (IPE) curriculum. However, the means by which the IPE curriculum developed interprofessional collaborative competencies in occupational therapy (OT) graduates had not been explored. The study identified the mechanisms and outcomes of University of Toronto’s IPE curriculum that contributed to OT graduates’ collaborative competency development. This study also identified the contexts in which this development occurred, and why such patterns were observed. This study employed …
Student Perceptions Of Research In An Occupational Therapy Doctoral Program: A Cross-Sectional Survey, Kristin A. Valdes, Stephanie Dalton, Deandra Modeste, Jacqueline J. Moskalczyk, Troy Olmo, Jacklynn M. Smith
Student Perceptions Of Research In An Occupational Therapy Doctoral Program: A Cross-Sectional Survey, Kristin A. Valdes, Stephanie Dalton, Deandra Modeste, Jacqueline J. Moskalczyk, Troy Olmo, Jacklynn M. Smith
Journal of Occupational Therapy Education
Student perceptions of research in graduate programs play a role within the Occupational Therapy Doctorate (OTD) curriculum and how future clinicians value Evidence Based Practice and research. The Student Perception of Research Integration Questionnaire (SPRIQ) was utilized to examine students’ perceptions of research in their graduate coursework. Participants included in this study were all students enrolled in an occupational therapy doctorate program. All items were scored on a 5-point Likert scale. Mean scores were calculated for each item on the respondents’ submissions. The items were further categorized into subscales. The mean score of all items of the SPRIQ was 4.44 …