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Articles 391 - 420 of 559
Full-Text Articles in Occupational Therapy
Occupational Therapy Student Perceptions Of Wellness: Focus Group Findings, Kelsey Lawrence, Katherine Chin, Stacy Smallfield
Occupational Therapy Student Perceptions Of Wellness: Focus Group Findings, Kelsey Lawrence, Katherine Chin, Stacy Smallfield
Journal of Occupational Therapy Education
Despite the evidence of significant consequences stemming from the intense demands on students, most graduate-level programs have insufficiently considered components of students’ wellness. Thus, the purpose of this research study was two-pronged: 1) to evaluate current occupational therapy students’ perceptions of wellness and 2) to explore student perceptions on using communities of practice as a program delivery method to enhance wellness. A qualitative study design was selected to gather experiences and feedback from occupational therapy graduate students. Participants were recruited via email from a convenience sample of a large, research-based Midwestern occupational therapy program. Participants attended one focus group and …
Telehealth And Occupational Therapy Education, Angela Patterson, Diana R. Feldhacker, Bobbi S. Greiner, Marion Russell, Victoria Bergen
Telehealth And Occupational Therapy Education, Angela Patterson, Diana R. Feldhacker, Bobbi S. Greiner, Marion Russell, Victoria Bergen
Journal of Occupational Therapy Education
Accredited occupational therapy education programs are required to include telehealth technology in their curricula as outlined by the Accreditation Council for Occupational Therapy Education. An innovative Doctor of Occupational Therapy program piloted a telehealth module with first- and second-year students. Both dynamic lecture content and active learning lab exercises were created to advance student knowledge in the use of telehealth technology and to inform occupational therapy telehealth education. The teaching approaches in lecture and lab were assessed using a mixed methods approach. A quantitative pre and posttest assessment of student self-efficacy and knowledge was collected at three time points. At …
From Boring To Board Game: The Effect Of A Serious Game On Key Learning Outcomes, Kendal L. Booker, Anita W. Mitchell
From Boring To Board Game: The Effect Of A Serious Game On Key Learning Outcomes, Kendal L. Booker, Anita W. Mitchell
Journal of Occupational Therapy Education
Serious games incorporate learning objectives in the context of competitive games with rules. These types of games have been incorporated in education as well as therapeutic contexts. This study examined the effectiveness of a modification of the game “Snakes and Ladders,” for reviewing and learning qualitative research concepts. Using the Game-based Evaluation Model (GEM), the researchers also measured learning indicators such as interest and enjoyment, perceived competence, effort and importance, and value/usefulness. Thirty-eight Master of Occupational Therapy students completed a 25-question multiple choice pretest to measure knowledge of qualitative research concepts before playing the game. A 25-question multiple choice posttest …
Interprofessional Reflective Journals: Content Themes And Self-Regulated Learning, Joan M. Tunningley
Interprofessional Reflective Journals: Content Themes And Self-Regulated Learning, Joan M. Tunningley
Journal of Occupational Therapy Education
Self-reflection has been linked with clinical reasoning, academic, and clinical outcomes. The purpose of this study was to examine self-reflective journal entries from thirty students for interprofessional core competencies and for self-regulated learning components. The text data was analyzed using an in-depth three cycle coding process, thoroughly described in the methods. The findings were structured into two themes confirming interprofessional content learning: collaboration, team, and communication; and respect and roles. One additional theme emerged, transformation and relatedness, which indicated self-regulated learning components as well as supporting transformative learning. This qualitative case-study contributed to the research of occupational therapy students’ self-reflection …
Evaluating Interprofessional Competencies And Knowledge Of And Confidence In Addressing Social Determinants Of Health, Whitney Lucas Molitor, Moses N. Ikiugu, Ranelle Nissen, Mejai Avoseh, Denyelle Kenyon, Sabina Kupershmidt
Evaluating Interprofessional Competencies And Knowledge Of And Confidence In Addressing Social Determinants Of Health, Whitney Lucas Molitor, Moses N. Ikiugu, Ranelle Nissen, Mejai Avoseh, Denyelle Kenyon, Sabina Kupershmidt
Journal of Occupational Therapy Education
Promoting health requires coordinated, team-based interventions responsive to multiple determinants of health. This study aimed to determine if interprofessional competencies and knowledge of and confidence in addressing the social determinants of health improved following an interprofessional learning event. A two-group randomized controlled trial was used to determine study outcomes among 408 health science students from 14 health profession programs in the Midwest. Formed groups were randomly assigned to the customary medical-based (control) or social determinants of health focused (experimental) case study. In small groups students engaged in a case study simulation and offered recommendations for intervention. Small improvements in knowledge …
Establishing Inter-Rater Reliability Of The Occupation-Centered Intervention Assessment For Student Observation Of Rehabilitation Interventions, Vanessa D. Jewell, Joy Burkley, Taylor Wienkes, Ted K. Kaufman
Establishing Inter-Rater Reliability Of The Occupation-Centered Intervention Assessment For Student Observation Of Rehabilitation Interventions, Vanessa D. Jewell, Joy Burkley, Taylor Wienkes, Ted K. Kaufman
Journal of Occupational Therapy Education
The Occupation-Centered Intervention Assessment (OCIA) is a tool designed to capture and rank occupational therapy interventions through an occupational lens to improve occupational therapy students’ professional reasoning skills. The purpose of this study was to determine the inter-rater reliability of the OCIA for occupational therapy interventions provided to adults with physical rehabilitation needs as observed by occupational therapy students. Utilizing a methodological research approach, 111 students completed training for application of the OCIA and independently scored five standardized videos of occupational therapy interventions. Results indicated an overall agreement of α=0.856 using Krippendorff’s alpha. Student raters demonstrated good agreement for rating …
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 …
Supporting The Professional Reasoning Of Students From Fieldwork To Practice, Vanessa D. Jewell, Lou Ann Griswold, Sarah Phillips
Supporting The Professional Reasoning Of Students From Fieldwork To Practice, Vanessa D. Jewell, Lou Ann Griswold, Sarah Phillips
Journal of Occupational Therapy Education
The Occupation-Centered Intervention Assessment (OCIA) was created to assist occupational therapy practitioners and students to apply knowledge of the core theoretical constructs of occupation from didactic education to clinical practice. This study investigated how the OCIA influenced students’ professional reasoning and supported students’ transition from academic education to clinical practice during fieldwork. Using an inductive qualitative approach, researchers analyzed master’s level students’ (n=61) reflection on using the OCIA to analyze an intervention they had reported providing during fieldwork. Collaborative data analysis produced 48 initial codes. Ongoing peer briefing led to grouping of coded data into three themes and 15 subthemes, …
The Value Of Occupational Therapy Student Participation In University-Based Student-Run Free Clinics In The United States, Janis W. Yue, Mina Delavar, Bethrese Padini, Erik Vanstrum, Tessa Milman, John Sideris
The Value Of Occupational Therapy Student Participation In University-Based Student-Run Free Clinics In The United States, Janis W. Yue, Mina Delavar, Bethrese Padini, Erik Vanstrum, Tessa Milman, John Sideris
Journal of Occupational Therapy Education
While student-run free clinic (SRFC) participation is well-documented among many health professions, no study has comprehensively characterized occupational therapy student participation. The purpose of this qualitative study was to understand both the current presence as well as educational impact of occupational therapy student participation in university-based SRFCs in the United States (U.S). Data collection occurred through a national survey and semi-structured interviews. Surveys were sent to representatives (e.g. program directors, faculty advisors, and student leaders) at all 190 accredited occupational therapy schools. Of these, 118 responded, for an overall response rate of 62.1%. Semi-structured interviews were conducted with a purposeful …
The Kawa Model’S Value For Level Ii Occupational Therapy Fieldwork Students, Terri Blakely, Marie-Christine Potvin, Michael Iwama
The Kawa Model’S Value For Level Ii Occupational Therapy Fieldwork Students, Terri Blakely, Marie-Christine Potvin, Michael Iwama
Journal of Occupational Therapy Education
Fieldwork (FW) plays a crucial role in occupational therapy (OT) education by fostering students to become competent entry-level practitioners. Reflective journaling promotes increased competence in OT FW students. The Kawa Model can be used as a journaling framework that uses metaphorical illustrations to self-reflect. It has been described as useful in multiple contexts. No study has yet investigated the use of the Kawa Model as a self-reflection tool with OT FW students. Video self-reflections of their Kawa Model drawings and audio recorded semi-structured interviews were used to explore Level II FW students’ perceptions of the usefulness of the Kawa Model. …
A Nationwide Descriptive Study: Understanding Roles, Expectations, And Supports Of Academic Fieldwork Coordinators In Occupational Therapy Programs, Elizabeth D. Deiuliis, Kimberley Persons, Patricia Laverdure, Elizabeth D. Lequieu
A Nationwide Descriptive Study: Understanding Roles, Expectations, And Supports Of Academic Fieldwork Coordinators In Occupational Therapy Programs, Elizabeth D. Deiuliis, Kimberley Persons, Patricia Laverdure, Elizabeth D. Lequieu
Journal of Occupational Therapy Education
Fieldwork education is considered a central component to the formative development of occupational therapy professionals and the responsibility for the quality of fieldwork educational experiences falls to the Academic Fieldwork Coordinator (AFWC). The roles and responsibilities of the AFWC vary considerably between institutions and are not clearly understood. Using a convergent mixed methods research design, the study aimed to describe the roles and responsibilities of the AFWC in occupational therapy programs in the United States and to identify the structural supports and barriers that influence success in meeting the unique expectations and challenges in fieldwork education. A 64-item online survey …
The Perceptions Of Four Novice Occupational Therapists' Preparedness And Ability To Perform Occupation-Based Practice In Pediatric Practice, Laurie Knis-Matthews, Meagan Koch, Alivia Nufrio, Melissa Neustein Gorman, Feby Zaki, Katheryne H. Wall
The Perceptions Of Four Novice Occupational Therapists' Preparedness And Ability To Perform Occupation-Based Practice In Pediatric Practice, Laurie Knis-Matthews, Meagan Koch, Alivia Nufrio, Melissa Neustein Gorman, Feby Zaki, Katheryne H. Wall
Journal of Occupational Therapy Education
Although occupation-based practice (OBP) is considered best practice within the occupational therapy profession, practitioners continue to have a difficult time actively implementing OBP into treatment. The Accreditation Council for Occupational Therapy Education (ACOTE) standards necessitate the implementation of OBP. Within the literature, there are gaps in the research investigating novice therapists’ perceptions of incorporating OBP in practice, especially in the United States. Since children and youth is a rapidly growing area of practice, this study focused on investigating how novice therapists are implementing OBP in pediatric settings. This qualitative study therefore investigated the perceptions of four novice pediatric occupational therapists’ …
Building Stress Resilience And Wellbeing: Introducing Mindfulness Training To Reduce Stress In Entry-Level Occupational Therapy Students, Jen Willoughby Vogtmann, Ingrid Provident
Building Stress Resilience And Wellbeing: Introducing Mindfulness Training To Reduce Stress In Entry-Level Occupational Therapy Students, Jen Willoughby Vogtmann, Ingrid Provident
Journal of Occupational Therapy Education
Given the high levels of stress in college students and its impact on academic achievement, a purposefully designed curriculum-based mindfulness stress reduction program was implemented for entry-level occupational therapy students to support student mental health. The small-scale, seven-week study, used a combination of mindfulness-based stress reduction strategies, including a meditative technique known as inquiry-based stress reduction (IBSR), and coping strategies using the Occupational Performance Coaching Model to help students cope with their stress levels. Sixteen student participants explored a variety of stress reduction strategies to best suit their individualized needs. Strategies included phone applications, podcasts, guided meditation, yoga, mindfulness of …
Needs Assessment, Program Development, And Pilot Testing: Training For Occupational Therapy Students Working With Survivors Of Gun Violence, Lea Fang, Aisha Mohammed, Vicki Kaskutas
Needs Assessment, Program Development, And Pilot Testing: Training For Occupational Therapy Students Working With Survivors Of Gun Violence, Lea Fang, Aisha Mohammed, Vicki Kaskutas
Journal of Occupational Therapy Education
After the first year of operation, members of a student-staffed occupational therapy (OT) clinic found that 36% of their patients’ injuries were violence-related, mostly due to gun violence. The purposes of this project were to identify unmet needs of survivors of violence seen in a clinic setting, identify treating professionals’ preparedness to meet these needs, and develop and pilot test a program within the scope of OT to address these needs. A literature review and key informant interviews, surveys, and focus groups identified potential solutions to address gaps between patients’ needs and professionals’ preparedness to meet those needs. The need …
The Editors’ Perspective: Online Teaching And Learning In A Pandemic, Cindy L. Hayden, Dana M. Howell, Renee Causey-Upton
The Editors’ Perspective: Online Teaching And Learning In A Pandemic, Cindy L. Hayden, Dana M. Howell, Renee Causey-Upton
Journal of Occupational Therapy Education
No abstract provided.
Kinesthetic Learners During The Covid-19 Pandemic: Occupational Therapy Students’ Perspective On E-Learning, Michael Stamm, Kailey Francetic, Regina Reilly, Angela Tharp, Nicole Thompson, Ryleigh Weidenhamer
Kinesthetic Learners During The Covid-19 Pandemic: Occupational Therapy Students’ Perspective On E-Learning, Michael Stamm, Kailey Francetic, Regina Reilly, Angela Tharp, Nicole Thompson, Ryleigh Weidenhamer
Journal of Occupational Therapy Education
The purpose of the study was to understand the perspective of kinesthetic learners in an online learning environment. A Microsoft Forms survey was created and distributed to the sample population using the university electronic mailing list. If self-identified as kinesthetic learners, subjects were asked to participate in a semi-structured focus group. Twenty-six subjects responded to the survey, with 73% (n=19) identifying as kinesthetic learners. Quantitative results showed subjects felt most confident in content comprehension but less confident in clinical application. Qualitative data collection led to emergence of the following four themes—advantages, disadvantages, accommodations to e-learning, and external factors. …
Clinical And Professional Reasoning Development In Level Ii Fieldwork: Occupational Therapy Assistant Students’ Perception, Marie-Christine Potvin, Jeanne M. Coviello, Eden Rothacker, Caitlin Taylor, Taryn Pettigrew, Mary Beth Thomas, Laronda Lockhart-Keene
Clinical And Professional Reasoning Development In Level Ii Fieldwork: Occupational Therapy Assistant Students’ Perception, Marie-Christine Potvin, Jeanne M. Coviello, Eden Rothacker, Caitlin Taylor, Taryn Pettigrew, Mary Beth Thomas, Laronda Lockhart-Keene
Journal of Occupational Therapy Education
Occupational therapy academic programs are tasked with preparing occupational therapy assistant (OTA) students to develop and use clinical and professional reasoning in practice. A component of this academic education, Level II fieldwork (FW), develops clinical and professional reasoning by allowing students to practice this skill. Although numerous studies have investigated this topic in occupational therapy students, only one small study has previously investigated this in OTA students during Level II FW. Thus, we designed a mixed methods study of OTA students during Level II FW (n = 58) to confirm and expand our knowledge of learning experiences that develop …
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 …
The Occupational Therapy Examination And Practice Preparation (Otepp) Program: Development, Implementation And Evaluation Of An Educational Program For Internationally-Educated Occupational Therapists, Susan E. Baptiste, Shaminder Dhillon, Kathryn Decker, Nancy Lidstone, Leah Dix, Colleen E. Mcgrath, Pat Mcmahon, Elizabeth Steggles, Claudia Von Zweck
The Occupational Therapy Examination And Practice Preparation (Otepp) Program: Development, Implementation And Evaluation Of An Educational Program For Internationally-Educated Occupational Therapists, Susan E. Baptiste, Shaminder Dhillon, Kathryn Decker, Nancy Lidstone, Leah Dix, Colleen E. Mcgrath, Pat Mcmahon, Elizabeth Steggles, Claudia Von Zweck
Journal of Occupational Therapy Education
This paper provides a chronological overview of the development, implementation, and evaluation of an educational initiative aimed at ensuring internationally-educated occupational therapists are prepared to enter practice in their new country, Canada. The three major phases of the program’s 12-year evolution are described, to distill the key lessons learned at each phase. Data related to the demographics of participants, program content, results of the national examination, registration, and employment outcomes are included. An enhanced understanding of the transition experience of internationally educated occupational therapists provides a strong foundation from which to support internationally-educated colleagues and strengthen the occupational therapy profession.
Use Of A Logic Model To Develop An Innovative Hand Therapy Clinic To Provide Experiential Learning For Occupational Therapy Students, Rose Mcandrew, Vicki Kaskutas
Use Of A Logic Model To Develop An Innovative Hand Therapy Clinic To Provide Experiential Learning For Occupational Therapy Students, Rose Mcandrew, Vicki Kaskutas
Journal of Occupational Therapy Education
Occupational therapy (OT) students seek experiential learning opportunities to help them construct knowledge and meaning. Student clinics are increasing in prevalence as an effective means to engage in experiential learning. The student experiential learning clinic for hand therapy (SELC-HT) is a newly opened student clinic providing OT to under-insured individuals with upper extremity impairments. The SELC-HT used the student run free clinic (SRFC) logic model to systematically plan, implement, and evaluate its effectiveness. Planning started with evaluating the need and the context of the SELC-HT, allowing developers to state the long-term impacts of preparing students for future clinical practice, reintegrating …
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 …
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 …
The Use Of Video In The Occupational Therapy Graduate Classroom, Stephanie Bachman
The Use Of Video In The Occupational Therapy Graduate Classroom, Stephanie Bachman
Journal of Occupational Therapy Education
As the cost of graduate education continues to rise and occupational therapy moves toward a value-based reimbursement system, the development of clinical reasoning skills in a short timeframe becomes increasingly more important in occupational therapy education. Incorporating the use of video into occupational therapy curricula is an effective method of introducing and reinforcing material, developing critical thinking skills, and refining skills of interpersonal communication, observation, and documentation. Determining which technology to use, and how to integrate it effectively into a course, can be overwhelming for instructors, especially those new to using video applications. This article introduces various types of video …
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 …
Identifying Essential Competency Areas For Occupational Therapy Education: A Scoping Review, Irene Chun, Steven D. Taff, Anusha Mehta, Chih-Hung Chang
Identifying Essential Competency Areas For Occupational Therapy Education: A Scoping Review, Irene Chun, Steven D. Taff, Anusha Mehta, Chih-Hung Chang
Journal of Occupational Therapy Education
This scoping review aims to explore the essential areas of competency in occupational therapy as the ability to acquire the necessary knowledge, skills, and values for the profession is not easily quantifiable. The objectives of this study were two-fold: (1) identify the key competency areas of occupational therapy and (2) identify assessments that measure the competency areas. The review was conducted by a team of a librarian and two independent reviewers to systematically search the peer-reviewed literature. The search yielded 296 articles and 52 articles that met the inclusion criteria. These articles were categorized under four overarching themes: (1) professional …
Critical Thinking In Occupational Therapy Education: A Systematic Mapping Review, Jennifer S. Pitonyak, Sarah Nielsen, Shirley P. O'Brien, Cecille Corsilles-Sy, Devon Olson Lambert, Lynn E. Jaffe
Critical Thinking In Occupational Therapy Education: A Systematic Mapping Review, Jennifer S. Pitonyak, Sarah Nielsen, Shirley P. O'Brien, Cecille Corsilles-Sy, Devon Olson Lambert, Lynn E. Jaffe
Journal of Occupational Therapy Education
Critical thinking is a component of occupational therapy education that is often intertwined with professional reasoning, even though it is a distinct construct. While other professions have focused on describing and studying the disciplinary-specific importance of critical thinking, the small body of literature in occupational therapy education on critical thinking has not been systematically analyzed. Therefore, a systematic mapping review was conducted to examine, describe, and map existing scholarly work about critical thinking in occupational therapy education. Inclusion/exclusion criteria were set, database searches conducted, and 63 articles identified that met criteria for full review based on their abstracts. Thirty-five articles …
The Purpose Of Capstone In An Entry-Level Clinical Doctorate: A Scoping Review, Nancy E. Krusen, Anne Murphy-Hagan, Sarah Foidel
The Purpose Of Capstone In An Entry-Level Clinical Doctorate: A Scoping Review, Nancy E. Krusen, Anne Murphy-Hagan, Sarah Foidel
Journal of Occupational Therapy Education
This scoping review examined outcomes of capstones in relation to entry-level doctoral education programs within the health professions. Aims of the study included mapping existing evidence related to capstone across entry-level clinical doctorates; investigating the purpose of capstones within health professions education; and identifying future research initiatives. Researchers applied and reported via the PRISMA Extension for Scoping Reviews systematic approach, and Best Evidence Medical Education global scale. The study indicated a gap in existing literature. Few health professions described requirements for capstones as part of an entry-level doctorate. Reviewed articles offered no consistent definition, intent, process, or outcome for capstones. …
A Comparison Of Modified Team-Based Learning And Lecture-Based Instruction In Occupational Therapy Education, Paul Bonzani, Vanessa D. Jewell, Barbara P. White
A Comparison Of Modified Team-Based Learning And Lecture-Based Instruction In Occupational Therapy Education, Paul Bonzani, Vanessa D. Jewell, Barbara P. White
Journal of Occupational Therapy Education
This study explored the comparative effectiveness of team-based learning and lecture-based instruction in consecutive cohorts of occupational therapy students. Further, the study explored student perceptions of team-based learning. The mixed method study employed a two-group, quasi-experimental design and a broad qualitative design using thematic analysis with a convenience sample of consecutive occupational therapy student cohorts (N=70, N=62) in a human movement class. Cohort A (N=70) received instruction using a lecture-based instruction (LBI) approach and individual assessment. Cohort B (N=62) received modified team-based learning (TBL). Mid-term, final examination, and final course grades were compared. Thematic analysis was employed to assess student …
Student Perspectives Of The Effective Behaviors Of Occupational Therapy Level Ii Fieldwork Educators, Leah S. Dunn, Stephanie Arias, Alexa Beyer, Elizabeth Hermes, Sydney Radcliff
Student Perspectives Of The Effective Behaviors Of Occupational Therapy Level Ii Fieldwork Educators, Leah S. Dunn, Stephanie Arias, Alexa Beyer, Elizabeth Hermes, Sydney Radcliff
Journal of Occupational Therapy Education
Occupational therapy students complete a period of clinical education, when they apply academic learning in clinical situations, supervised by a fieldwork educator. Fieldwork education supports the student in developing technical and clinical reasoning skills, engaging in evidence-based practice, and socialization to the profession. Despite the key role fieldwork educators play in occupational therapy student professional and skill development, evaluation of educator skills and the fieldwork experience are slight. This descriptive study explored occupational therapy fieldwork educator behaviors to determine those behaviors indicative of a quality experience from the student perspective, using the Clinical Teaching Effectiveness Inventory (CTEI). Student responses identified …
Effectiveness Of Instructor-Led Discussion Versus Simulation To Prepare Students For Fieldwork, Elena W. Espiritu, Thu M. Can, Natalie N. Michaels, Allison Koch, Beth F. Hallmark
Effectiveness Of Instructor-Led Discussion Versus Simulation To Prepare Students For Fieldwork, Elena W. Espiritu, Thu M. Can, Natalie N. Michaels, Allison Koch, Beth F. Hallmark
Journal of Occupational Therapy Education
Occupational therapy students do not always feel prepared to start fieldwork. The study purposes were to 1) measure the effectiveness of refresher sessions on students’ perceived self-efficacy, knowledge, and skills related to fieldwork preparedness and 2) determine whether using simulation with standardized patients (SPs) was more effective than a discussion-based format. The participants (N=34) were entry-level occupational therapy doctoral (OTD) students. Four students acted as a control group while the remaining 30 students were randomly assigned to experimental groups (discussion or simulation). Outcome measures included a readiness for fieldwork survey (quantitative self-reported ratings and qualitative questions), a knowledge-based exam, and …