Medicine and Health Sciences Commons^™

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 …

Speaking Of Online Learning: Alternative Practice-Based Learning Experiences For Speech Pathologists In Australia, Ghana And Hong Kong, Jemma Skeat, Josephine Ohenewa Bampoe, Susan Booth, Emily Brogan, Maya Conway, Rachel Davenport, Simone Howells, Peggy Kan, Michelle Krahe, Sally Hewat, Abigail Lewis, Alex Little, Joanne Walters, Gwendalyn Webb, Nikki Worthington

Research outputs 2022 to 2026

Speech Pathology programs usually send students to workplaces to learn clinical skills necessary for practice. During COVID-19, programs needed to respond quickly to ensure that students continued to gain the necessary experiences and skills required to progress through their program and graduate as clinicians, while simultaneously complying with COVID-19 requirements. Case studies from seven different universities in Australia, Ghana and Hong Kong described the diverse ways in which placements were adapted to be COVID-safe, taking into account local needs. Some practices which had been included in placement education prior to the pandemic, such as telepractice and simulation-based learning, were extended …

Patient-Perspective Task Performance: Creating Contextually Relevant Student Clinical Training Through The Use Of Patient Experience, Candice L. Freeman

STEMPS Theses & Dissertations

Patient-centered and patient-focused care purports that patients are at the center of all clinical decisions made for optimal medical outcomes. Optimal medical outcomes originate from accurately and reliably executed task performance by healthcare professionals trained to administer highly specific care for each patient condition. Many of these executed tasks are performed in the presence of the patient; this is defined as direct patient care. However, there are equally important tasks executed that are not performed in the presence of the patient; the performance of diagnostic laboratory testing is an example of such tasks.

Clinical training of healthcare laboratory professionals begins …

Service-Learning And Case-Based Learning’S Impact On Student’S Clinical Reasoning : A Repeated Measures Design Study, Gordon B. Tsubira

Occupational Therapy Capstone Presentations

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 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 semester), …

Needs Analysis For Breastfeeding Education At Thomas Jefferson University Hospital, Michal Norry, Julia Switzer, Md

Phase 1

Purpose: There are currently gaps in breastfeeding education for OB/GYN and Family Medicine residents, consequently affecting their confidence in this area of patient care. To address this issue, we are conducting an analysis of the efficacy of the current curriculum to highlight areas for future improvement.

Methods: PGY1-4 residents in the departments of Family Medicine (FM) and Obstetrics and Gynecology (OB/GYN) completed a pre-test before their required annual breastfeeding education on August 6, 2020. We used a validated pre-test from the American Academy of Pediatrics (AAP) which included items assessing the training. Learners self-selected one of two didactic sessions: in …

Demographic Backgrounds And Career Goals Of First-Generation Medical Students, Brianna Kunes, Ricky Burns, Allison Casola, Phd, Mph

Phase 1

Purpose: Little research is available on the demographics and career goals of first-generation medical students. Undergraduate research suggests first-generation students are more likely to come from lower-income households, speak English as a second language, and experience higher drop-out rates. These diverse experiences could make first-generation medical students valuable members of the healthcare team. However, without more information, it is difficult for medical schools to identify and support them. Therefore, the purpose of this study is to define the following inquiry statements: What are the demographic backgrounds and intended career goals of first-generation medical students; How do they differ from non-first-generation …

A Placement Replacement Module Developed Through Covid-19: Incorporating Spiral Learning, Case-Based Learning And Simulated Pedagogical Approaches, Rachel Dadswell, Belinda Williams, Anita Bowser, Fay Hughes

Journal of Occupational Therapy Education

The coronavirus (COVID-19) pandemic changed life across the world at an unprecedented speed, in ways that were unimaginable prior to March 2020. As ‘new normals’ emerge, the impact on everyday life is being realized and some rapid innovations are worthy of review and retaining, such as an occupational therapy student virtual Placement Replacement Module (PRM). The occupational therapy specific module was developed to replace prohibited face-to-face, practice-based education. It was designed to support the consolidation of professional knowledge and facilitate the application of practice-based skills, crediting the students with 120 practice placement hours, as agreed with the Royal College of …

Instructor Perspectives On Case-Based Learning And Student Engagement In Occupational Therapy Curriculums, Pamela Lewis-Kipkulei

Walden Dissertations and Doctoral Studies

Students who are not engaged in the classroom become clinicians who are not successful in clinicals and entry-level work. This prompted occupational therapy (OT) educators to explore active teaching and learning strategies that have proven successful in various professional programs. This study explored OT instructors’ perceptions and experiences of case-based learning (CBL). This single case, qualitative study utilized content and thematic analysis to analyze interviews, brainstorming activities, and reflective journals from eight participants. Participants were OT professors who utilized CBL strategies. First and second cycle coding was used to categorize data then codes were reviewed for emerging themes. Content analysis …

Case-Based Perspective-Taking As A Mechanism To Improve Metacognition And Higher-Level Thinking In Undergraduate Speech-Language Pathology Students, Lisa Vinney, Jennifer C. Friberg, Mary Smyers

Faculty Publications – Communication Sciences and Disorders

This case study addressed the authors’ efforts to design an 8-week small-group independent study (IS) experience that facilitated undergraduate speech-language pathology students’ (n=19) higher-level thinking and overall metacognitive awareness. We hoped to encourage both in order to improve students’ overall cognitive growth while enhancing their reflection about and knowledge of professional perspectives regarding the assessment and treatment of laryngeal cancer. To take on this challenge, we combined case-based learning (CBL) and perspective-taking (PT) pedagogies across the IS. Students completed the Metacognitive Awareness Inventory (MAI) pre- and post-IS, and written reflections after each of eight weekly discussion meetings. The MAI was …

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 …

Using Case-Based Learning To Facilitate Clinical Reasoning Across Practice Courses In An Occupational Therapy Curriculum, Lynne F. Murphy, Jennifer C. Radloff

Journal of Occupational Therapy Education

Although occupational therapy educators have historically used cases as a means to prepare students for clinical practice, there is little evidence that this instructional method actually facilitates clinical reasoning. This convergent, parallel mixed methods study examined how the use of varied case formats, built on the tenets of case-based learning, facilitated specific components of clinical reasoning, and explored how the cases contributed to readiness for professional practice. Case formats included text, video, role-playing, simulated patients, and a client. Case-based learning activities included application of models and frames of reference, conducting assessments, planning and implementing interventions, clinical documentation, and identification of …

Interprofessional Role Clarity, Case-Based Learning, And Perceptions Of Group Effectiveness Among Athletic Training And Physical Therapy Students In A Shared Professional Course, Katie Sniffen, Erick Briggs, Leslie Hinyard, Anthony P. Breitbach

Internet Journal of Allied Health Sciences and Practice

Purpose: Health professions students experience professional socialization during their program of study. Institutions have turned to interprofessional education as a means of preparing students for their role as collaborative health care professionals. This study examines the effect of case-based learning experiences in a shared professional Therapeutic Modalities course on student’s interprofessional role clarity as well as the relationship between interprofessional role clarity and measure of group effectiveness. Methods: 112 students (22 Athletic Training and 90 Physical Therapy) were assigned to one of 18 interprofessional and 18 uniprofessional teams and asked to complete four case-based learning activities. All students completed …

The Impact Of Online Video Cases On Clinical Reasoning In Occupational Therapy Education: A Quantitative Analysis, Lynne F. Murphy, Wendy B. Stav

The Open Journal of Occupational Therapy

Clinical reasoning, the cognitive process of a skilled occupational therapist, is a complex and necessary component of evaluating clients and implementing interventions that facilitate each client’s achievement of relevant and meaningful participation in daily occupations. Clinical reasoning encompasses a set of skills that must be integrated into college curricula for the preparation of occupational therapists, but it is not easily taught in a classroom setting. This quasi-experimental, quantitative research explored how specific instructional techniques, constructed on the tenets of case-based reasoning, influenced the development of clinical reasoning in occupational therapy students. The experimental group with video cases improved significantly in …

Effect Of Experience Facilitating Problem-Based Learning (Pbl) On Physician Assistant Student Outcomes, Susan Hawkins, Anthony Goreczny, Nicole E. Brown

Internet Journal of Allied Health Sciences and Practice

Abstract

Purpose: The impact of prior problem-based learning (PBL) facilitation experience (measured by length of time facilitating) on student learning and student outcomes is unclear. The purpose of this study was to evaluate relationships of facilitator experience in problem-based learning on student outcomes. This study utilized both modified essay questions (MEQ) in the form of patient management assessments and multiple choice question (MCQ) assessments to evaluate different aspects of student acquisition and application of knowledge. Method: This study examined scores from six multiple choice question examinations and six patient management assessments (PMA), one each from six 5-week units …

Bridging The Gap: An Integrated Approach To Facilitating Foundational Learning Of Neuroanatomy And Neurophysiology In Graduate-Level Speech-Language Pathology Coursework, Lisa A. Vinney, Jennine M.T. Harvey

Teaching and Learning in Communication Sciences & Disorders

The current study examined whether the integration of foundational neuroanatomy and neurophysiology content, across a pair of medically-based, disorder-specific courses (motor speech disorders and aphasia), promoted students’ abilities to describe common neurological constructs and apply them to clinical cases. Specifically, student responses to case questions were rubric-scored following their completion of five neuroanatomy and neurophysiology online modules independently and after in-class instructional augmentation of each module’s content. Students’ own perceptions of this integrated curriculum were also surveyed and coded into themes. Rubric scores, evaluating content knowledge of the brainstem, spinal cord, and the neuron, significantly improved from post-module to after …

Medical Toxicology For The Emergency Medicine Clerkship, Michelle Troendle

Health Sciences Education Symposium

Medical toxicology is frequently a weak subject area for medical students. This may be due to few fellowship-trained medical toxicologists at academic institutions, overshadowing of medical toxicology by “bread and butter” emergency medicine lectures, and material not being presented in an engaging manner. Power points are often used for lectures to deliver a large amount of content in a short time frame. However, students may become disengaged and experience a “death by power point” feeling.

Interprofessional Education In Occupational Therapy: The Idaho State University Model, Bryan M. Gee, Jennifer Holst, Kathleen Baron, Eydie Kendall, Sarah Knudson, Laura Mcknight, Karren Streagle

The Open Journal of Occupational Therapy

Interprofessional education (IPE) is becoming a common practice among most allied health professions as a part of entry level training. IPE is intended to promote greater professional collaboration in routine clinical practice. The prerequisites for this type of educational process include gaining an understanding of one’s own and other professions while developing mutual respect, trust, and communication skills. The Idaho State University (ISU) Interdisciplinary Evaluation Team (IET) course delivery model is one such vehicle which fosters IPE across numerous disciplines while providing significant clinical support to the local community. This study presents the ISU IET course process, which combines clinical …

Clinical Skills In Psychiatric Assessment: An Educational Module, Amresh Srivastava

Amresh Srivastava

No abstract provided.

A Problem-Based Learning Approach To Facilitate Evidence-Based Practice In Entry-Level Health Professional Education, Michelle M. Lusardi, Pamela Levangie, Beverly D. Fein

All PTHMS Faculty Publications

This article will provide an overview of the problem-based learning process, and an illustration of how problem-based learning can facilitate development of critical appraisal necessary for evidence-based practice. It will trace the development of problem-based learning as an educational methodology for entry-level health professional education. The information seeking and appraisal themes common to both problem-based learning and evidence-based practice will be examined, along with the roles and responsibilities of faculty and tutors who are part of problem-based learning courses or curricula. Examples of strategies for student assessment will be discussed, for both mastery of didactic content and for contribution to …