scholarly journals Exploring the Influence of an E-Learning Sensory Processing-Based Module for Graduate Level Occupational Therapy Students on Clinical Reasoning: A Pilot Study

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
Bryan M. Gee ◽  
Jane Strickland ◽  
Kelly Thompson ◽  
Lucy Jane Miller
Keyword(s):  
Occupational Therapy ◽  
Sensory Processing ◽  
Response Assessment ◽  
Learning Objects ◽  
Average Score ◽  
Positive Finding ◽  
Entry Level ◽  
Online Module ◽  
Occupational Therapy Students ◽  
E Learning

The purpose of this study was to explore the effectiveness of a series of online, module-based instructional reusable learning objects (RLOs) targeted at entry-level, 1st year, Master of Occupational Therapy students. The content of the RLOs addressed knowledge and implementation of A SECRET, a parental reasoning approach for children with a sensory processing disorder, specifically sensory over responsiveness. Nine RLOs were developed and embedded within a commonly used learning management system. Participants (n=8) were evaluated regarding their ability to discriminate between appropriate and inappropriate A SECRET strategies using a selected-response assessment. The participants’ overall average score was 68%, a positive finding given the novelty of the instruction, assessment, and the content.

Skill Acquisition during Fieldwork Placements in Occupational Therapy

1992 ◽  
Vol 59 (1) ◽  
pp. 28-39 ◽  
Author(s):  
Cheryl Missiuna ◽  
Helene Polatajko ◽  
Marilyn Ernest-Conibear
Keyword(s):  
Occupational Therapy ◽  
Skill Acquisition ◽  
Clinical Competence ◽  
Optimal Choice ◽  
Entry Level ◽  
Occupational Therapy Students ◽  
Core Skills ◽  
Occupational Profile ◽  
New Graduate ◽  
Study Student

A critical shortage of occupational therapy fieldwork placements has led therapists to pose the question: how many hours of fieldwork are actually required in order for a student to acquire the breadth and depth of clinical competence required for entry level practice? In this study, student scores on the Performance Evaluation of Occupational Therapy Students, gathered over a four year period, were utilized to address this question. The level of competence expected of a new graduate on the CAOT Occupational Profile (Bridle, 1981) was used as the criterion against which student scores were judged. Statistical analyses were performed to determine the level of acquisition of occupational therapy skills and techniques, by item and by groups of items; to identify “core” and “specialty” items; and to determine whether 1200 hours of fieldwork is the optimal choice for students to be able to demonstrate clinical competence in the field. Results indicate that, while most students attain many of the skills and techniques pertinent to occupational therapy, competence is reached only on those core skills which are frequently encountered and which have actually been experienced by the student across a number of placements. Recommendations include a re-examination by the profession of the expectations which have been set for an entry-level graduate.

scholarly journals Engaging persons with disabilities as community teachers for experiential learning in occupational therapy education

2018 ◽  
Vol 31 (1) ◽  
pp. 36-45 ◽  
Author(s):  
Sok Mui Lim ◽  
Bhing Leet Tan ◽  
Hua Beng Lim ◽  
Zi An Galvyn Goh
Keyword(s):  
Experiential Learning ◽  
Occupational Therapy ◽  
Leisure Activities ◽  
Learning Activity ◽  
Average Score ◽  
Occupational Therapy Education ◽  
Persons With Disabilities ◽  
Occupational Therapy Students ◽  
Signed Rank ◽  
Holistic Understanding

Background Cultivating empathy towards persons with disabilities has been highlighted as an essential graduate attribute in the occupational therapy profession. Purpose With the aim to developing a more holistic understanding of disability, this project seeks to translate an experiential learning activity developed in Canada to the local Singaporean context. Small groups of two to three students were paired with a person with physical disability, known as a community teacher, for a series of visits to observe and participate in their self-care, productivity and leisure activities. Method A sequential explanatory mixed methods design was adopted with the administration of an adapted version of the Multidimensional Attitudes Scale Towards Persons with Disabilities on 51 first year occupational therapy students. Seventeen students participated in three focus group discussions at the end of the learning activity. Findings: Comparison of pre- and post-scores using Wilcoxon signed-rank tests of all three subscales of the Multidimensional Attitudes Scale Towards Persons with Disabilities yielded significant improvements. The average score for Affect improved from 42.94 to 32.08, z = −5.43, P <  .001; for Cognition improved from 26.12 to 21.41, z = −4.20, P <  .001; for Behaviour improved from 23.78 to 20.65, z= −4.44, P <  .001. Effect sizes ranged from medium to large. Thematic analysis of focus groups led to the identification of four themes that explained these improvements. Implications: Experiential learning can be effective in cultivating empathy and improving attitudes of occupational therapy students towards persons with disabilities. There is potential to expand this pedagogical approach to other health sciences disciplines.

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