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.

Equine-Assisted Experiential Learning in Occupational Therapy Education

2017 ◽  
Vol 40 (4) ◽  
pp. 366-376 ◽  
Author(s):  
Lynne Murphy ◽  
Jacqueline Wilson ◽  
Stacey Greenberg
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Occupational Therapy ◽  
Effective Communication ◽  
Social Emotional ◽  
Occupational Therapy Education ◽  
Problem Solving Skills ◽  
Occupational Therapy Students ◽  
Tolerance For Ambiguity ◽  
Equine Assisted

Equine-assisted occupational therapy (EAOT) employs horse and human cooperation in activities that facilitate social, emotional, and cognitive development. The potential benefits of equine-assisted activities for students may influence the development of these types of skills in professional occupational therapy practice. This study explored the experience of students who participated in EAOT, related to problem-solving skills, analysis of activities, tolerance for ambiguity, effective communication, and reflection skills. Sixty occupational therapy students participated in EAOT, and completed a pretest and posttest survey regarding the experience. Changes in students’ perceptions of comfort with ambiguity, problem solving, reflection, and activity analysis skills were examined. Student responses to broad questions allowed for thematic review of the benefits and challenges of this form of experiential learning. Students were initially fearful of experiential learning; however, a statistically significant improvement in tolerance to ambiguity was identified following the session. In addition, students perceived improved problem-solving skills, ability to analyze activities, and more effective communication skills. Clear benefits were identified in the equine-assisted experience for occupational therapy students. Additional study is warranted to allow for objective measures of tolerance for ambiguity and to explore additional learning outcomes related to readiness for clinical practice.

scholarly journals Using Accreditation of Prior Experiential Learning (APEL) to Replace a Practice Placement: A Controversial Option?

2007 ◽  
Vol 70 (9) ◽  
pp. 389-392 ◽  
Author(s):  
Stephanie Tempest ◽  
Kevin Cordingley ◽  
Christine Craik
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Occupational Therapy ◽  
Group Discussion ◽  
Learning Opportunities ◽  
Nominal Group ◽  
First Year ◽  
Occupational Therapy Education ◽  
Occupational Therapy Students ◽  
Therapy Education

The Accreditation of Prior Experiential Learning (APEL) is established in higher education, but there are no studies on its use in occupational therapy. Brunel University wanted to investigate whether APEL could enable occupational therapy students meeting certain criteria to be exempt from the first-year practice placement, and so devised an APEL proposal. Practice placement educators and students were invited to give their opinion on the proposal through a questionnaire; additionally, the students attended a nominal group discussion. Three themes emerged from the six practice placement educators who agreed to participate: logistics, student experience and learning opportunities. The three students who participated valued APEL for confirming and recognising learning from previous experience. The low response impedes establishing any definite views on the topic, but could suggest that APEL is not a controversial option to practice placement educators and students. Further study is required on the adoption of APEL in occupational therapy education.

scholarly journals Apprehension and interest

2017 ◽  
Vol 45 (1) ◽  
pp. 40-51 ◽  
Author(s):  
Esther Linnane ◽  
Alison Warren
Keyword(s):  
Occupational Therapy ◽  
Learning Experience ◽  
Occupational Therapists ◽  
Occupational Therapy Education ◽  
Content Type ◽  
Republic Of Ireland ◽  
Occupational Therapy Students ◽  
The Republic ◽  
Time Basis ◽  
Therapy Education

Purpose Role-emerging placements have been used internationally within occupational therapy education but are relatively new to Ireland. At times, there has been a debate in the profession regarding the use of this placement model. This paper aims to generate views from both occupational therapists and occupational therapy students on the use of role-emerging placements in the Republic of Ireland. Design/methodology/approach Electronic surveys were administered to occupational therapy students and occupational therapists in Ireland. Quantitative data were analysed using the SPSS Statistics software package and the content of the open question responses were analysed into themes. Findings Occupational therapists (n = 60) and occupational therapy students (n = 45) indicated that there were inconsistent views surrounding role-emerging placements. It is deemed as an effective method for student learning, but apprehension exists around inclusion within occupational therapy programmes in the Republic of Ireland. Preference was indicated towards inclusion of role-emerging placements on a part-time basis within formal occupational therapy education. Originality/value Both respondent groups viewed that role-emerging placements can positively influence new areas of occupational therapy practice and concern over the use of the placement model requires further exploration and debate. This study is from an Irish context, although there are similarities with other countries’ use of the placement model. There is a need for research through an in-depth exploration of the learning experience of undertaking role-emerging placements from the students’ perspective and identification of supports required to promote an optimal learning experience.

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.

The Continuum of Fieldwork Experiences in Occupational Therapy Education

1979 ◽  
Vol 42 (12) ◽  
pp. 312-315
Author(s):  
S. K. Shah
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Occupational Therapy ◽  
Professional Growth ◽  
Continuous Process ◽  
Educational Programme ◽  
Occupational Therapy Education ◽  
Didactic Teaching ◽  
Therapy Education ◽  
The Continuum

Supervised fieldwork experiences form an integral part of the educational programme and are a continuous process. They are directed towards the acquiring of critical thinking abilities and skills, and maximising the personal and professional growth of the student. The fieldwork experiences continuum have four distinct levels. The first two emphasise experiential learning as opposed to performance. The subsequent two levels emphasise the application and consistent integration of the academically acquired knowledge. The interspersing of the fieldwork experiences in didactic teaching and fieldwork objectives are discussed.

scholarly journals The Use of Online Data Sources in a Qualitative Analysis Learning Project

2021 ◽  
Author(s):  
Sunny Winstead ◽  
Christopher Alterio
Keyword(s):  
Occupational Therapy ◽  
Qualitative Analysis ◽  
Narrative Analysis ◽  
Data Sources ◽  
Learning Activity ◽  
Future Research ◽  
Data Sets ◽  
Online Data ◽  
Occupational Therapy Students ◽  
Innovative Learning

Our purpose in writing this article is to describe the use of online data sources (such as blogs and microblogs) in a qualitative analysis learning project for graduate occupational therapy students. The project was designed to meet the following learning objectives: (1) increase students’ understanding and appreciation for qualitative research principles and methods, (2) increase students’ ability to use thematic and narrative analysis procedures with authentic data sets, and (3) increase students’ ability to apply qualitative findings to occupational therapy practice. This article describes the project’s theoretical rationale, components, objectives, implementation, and informal outcomes, along with a discussion of strengths and limitations of this project and suggestions for future research. This project demonstrates one way in which publicly available online data sources can be used to create an effective graduate qualitative analysis learning activity. We are sharing this innovative learning project in the hopes that it may be of interest to our colleagues in higher education and may contribute to the ethical and scholarly use of online data in learning assignments.

Planned and Progressive Teaching in Clinical Practice

1983 ◽  
Vol 46 (3) ◽  
pp. 75-79 ◽  
Author(s):  
Christine Peck ◽  
Chia Swee Hong
Keyword(s):  
Clinical Practice ◽  
Occupational Therapy ◽  
Clinical Placement ◽  
Occupational Therapy Education ◽  
Occupational Therapy Students ◽  
Close Supervision ◽  
Therapy Education ◽  
Therapy Department

Clinical practice has long been recognised as an essential part of occupational therapy education. Occupational therapy students should be given ample opportunities to study and practise the skills they need to learn under close supervision. It is essential for any clinical placement to be a planned one. This article describes how one occupational therapy department sets up one clinical placement.

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