scholarly journals Approaches to Studying: A Cross-Sectional Comparison of Occupational Therapy Students in Six Education Programs in Norway

2020 ◽  
Vol 8 (2) ◽  
pp. 1-9 ◽  
Author(s):  
Astrid Gramstad ◽  
Lene Angell Åsli ◽  
Susanne G Johnson ◽  
Trine A. Magne ◽  
Tove Carstensen ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Education Programs ◽  
Cross Sectional ◽  
Approaches To Studying ◽  
Occupational Therapy Students

scholarly journals Associations between learning environment variables and students’ approaches to studying: a cross-sectional study

2020 ◽  
Author(s):  
Gry Mørk ◽  
Trine A. Magne ◽  
Tove Carstensen ◽  
Linda Stigen ◽  
Lene A. Åsli ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Learning Environment ◽  
Cross Sectional Study ◽  
Study Program ◽  
Cross Sectional ◽  
Surface Approach ◽  
Generic Skills ◽  
Approaches To Studying ◽  
Occupational Therapy Students ◽  
Environment Variables

Abstract Background: Aspects of the learning environment may be related to students` approaches to studying, but few studies have investigated these relationships in the context of occupational therapy education.Objective: To examine associations between occupational therapy students’ perceptions of the learning environment and their approaches to studying.Method: 187 first-year occupational therapy students in Norway (response rate 61.3 %) participated in this study. Aside from sociodemographic information, the students completed the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students. Associations between learning environment variables and study approaches were investigated with hierarchical linear regression analyses.Results: Higher scores on Generic skills were associated with higher scores on the deep and strategic approach scales (β ranging 0.18-0.51), while lower scores were associated with higher surface approach scale scores (β = -0.24). Lower scores on Clear goals and standards and Appropriate workload were associated with higher surface approach scores (β ranging -0.16 - -0.42).Conclusion: By improving aspects of the learning environment, there may be a potential for influencing occupational therapy students’ approaches to studying. Based on this study, emphasizing how generic skills developed in the study program may become useful in practising a profession; ensuring clarity of goals and standards; and maintaining an appropriate workload on students appear to be important.

scholarly journals Associations between learning environment variables and students’ approaches to studying: a cross-sectional study

2020 ◽  
Author(s):  
Gry Mørk ◽  
Trine A. Magne ◽  
Tove Carstensen ◽  
Linda Stigen ◽  
Lene A. Åsli ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Learning Environment ◽  
Cross Sectional Study ◽  
Study Program ◽  
Cross Sectional ◽  
Surface Approach ◽  
Generic Skills ◽  
Approaches To Studying ◽  
Occupational Therapy Students ◽  
Environment Variables

Abstract Background: Aspects of the learning environment may be related to students` approaches to studying, but few studies have investigated these relationships in the context of occupational therapy education. Objective: To examine associations between occupational therapy students’ perceptions of the learning environment and their approaches to studying.Method: 187 first-year occupational therapy students in Norway (response rate 61.3 %) participated in this study. Aside from sociodemographic information, the students completed the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students. Associations between learning environment variables and study approaches were investigated with hierarchical linear regression analyses.Results: Higher scores on Generic skills were associated with higher scores on the deep and strategic approach scales (β ranging 0.18-0.51), while lower scores were associated with higher surface approach scale scores (β = -0.24). Lower scores on Clear goals and standards and Appropriate workload were associated with higher surface approach scores (β ranging -0.16 - -0.42).Conclusion: By improving aspects of the learning environment, there may be a potential for influencing occupational therapy students’ approaches to studying. Based on this study, emphasizing how generic skills developed in the study program may become useful in practising a profession, ensuring clarity of goals and standards, and maintaining an appropriate workload on students appear to be important.

scholarly journals Evidence-based practice work file: A learning strategy for occupational therapy students during clinical placements: a descriptive cross-sectional study

2019 ◽  
Author(s):  
Susanne Johnson ◽  
Else Britt Bruset ◽  
Kari Margrete Hjelle ◽  
Malin Mongs ◽  
Unni Sveen
Keyword(s):  
Occupational Therapy ◽  
Teaching And Learning ◽  
Evidence Based Practice ◽  
Clinical Placement ◽  
Evidence Based ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Occupational Therapy Students ◽  
Second Year ◽  
Ebp Implementation

Abstract Background: Healthcare professionals and students are expected to work according to evidence-based practice (EBP). The EBP work file, an online learning tool that covers all steps in the EBP process, is an approach to teaching and learning EBP. The aim of this study was to examine possible differences in occupational therapy students’ self-reported attitude, skills, use and implementation of EBP during their second-year clinical placement by comparing students who applied the EBP work file with students who did not use it.Methods: A descriptive, cross-sectional comparative study was conducted. The sample comprised three cohorts (1, 2 and 3) of second-year occupational therapy students from Western Norway University of Applied Sciences and two cohorts (4 and 5) from Oslo Metropolitan University. Five cohorts in total took part in the study (n = 126 students). The students answered two questionnaires (“EBP Beliefs Scale” and “EBP Implementation Scale”) after completing their second-year clinical placement. The analysis was based on descriptive statistics and calculation of the frequencies, percentages, means and standard deviations of all participating students’ scores on the two questionnaires. ANOVA with Bonferroni correction was conducted to analyse differences between the mean totals of the questionnaires. Results: The response rate was 57.3%. The average scores were 56.8 on the EBP Beliefs Scale and 15.8 on the EBP Implementation Scale. Students from cohort 5 (who had extra instruction and assignments via the EBP work file) had statistically lower scores than students form cohort 1 on the Implementation Scale. These students believed that EBP results in the best clinical care for patients, but they lacked confidence in their ability to use EBP. Conclusions: Additional EBP work-file assignments were insufficient to support students in the implementation of EBP during clinical placements. It is important to teach students EBP skills and to demonstrate how they can use this competency in their work with patients. Including clinical instructors in EBP teaching and learning seems essential.

scholarly journals Associations between occupational therapy students’ academic performance and their study approaches and perceptions of the learning environment

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
T. Bonsaksen ◽  
T. A. Magne ◽  
L. Stigen ◽  
A. Gramstad ◽  
L. Åsli ◽  
...  
Keyword(s):  
Academic Performance ◽  
Occupational Therapy ◽  
Learning Environment ◽  
Education Institution ◽  
Cross Sectional Study ◽  
Background Information ◽  
Cross Sectional ◽  
Surface Approach ◽  
Course Experience Questionnaire ◽  
Occupational Therapy Students

Abstract Background Relationships between students’ academic performance and their employed study approaches have been studied extensively. However, research using study approaches and learning environment factors as concurrent predictors of academic performance is sparse. There is a need to disentangle the potentially interrelated influences of individual and contextual factors on students’ academic performance. Objective This study aimed to increase the understanding of the associations between occupational therapy students’ academic performance, and their approaches to studying, perceptions of the learning environment, and sociodemographic characteristics. Method A cross-sectional study was designed, and 174 first-year students completed the Approaches and Study Skills Inventory for Students and the Course Experience Questionnaire, in addition to background information. Data on grades were collected from the data registries of each education institution, and associations were analyzed by multiple linear regression. Results None of the learning environment scales were associated with grades. Adjusting for all variables, better exam results were associated with being female (β = 0.22, p < 0.01) and having higher scores on strategic approach (β = 0.31, p < 0.001) and lower scores on surface approach (β = -0.20, p < 0.01). Conclusion The study suggests that students with a desire for obtaining good grades ought to use strategic study behaviors and avoid using surface approach behaviors. While it is important to ensure good quality of the learning environment for a variety of reasons, the learning environment did not contribute significantly to explain the students’ academic performance.

scholarly journals Associations between occupational therapy students’ academic performance and their study approaches and perceptions of the learning environment

2020 ◽  
Author(s):  
Tore Bonsaksen ◽  
Trine Magne ◽  
Linda Stigen ◽  
Astrid Gramstad ◽  
Lene Åsli ◽  
...  
Keyword(s):  
Academic Performance ◽  
Occupational Therapy ◽  
Learning Environment ◽  
Education Institution ◽  
Cross Sectional Study ◽  
Background Information ◽  
Cross Sectional ◽  
Surface Approach ◽  
Course Experience Questionnaire ◽  
Occupational Therapy Students

Abstract Background: Relationships between students’ academic performance and their employed study approaches have been studied extensively. However, research using study approaches and learning environment factors as concurrent predictors of academic performance is sparse. There is a need to disentangle the potentially interrelated influences of individual and contextual factors on students’ academic performance. Objective: This study aimed to increase the understanding of the associations between occupational therapy students’ academic performance, and their approaches to studying and perceptions of the learning environment. Method: A cross-sectional study was designed, and 174 first-year students completed the Approaches and Study Skills Inventory for Students and the Course Experience Questionnaire, in addition to background information. Data on grades were collected from the data registries of each education institution, and associations were analyzed by multiple linear regression. Results: None of the learning environment scales were associated with grades. Adjusting for all variables, better exam results were associated with being female (β = 0.22, p < 0.01) and having higher scores on strategic approach (β = 0.31, p < 0.001) and lower scores on surface approach (β = -0.20, p < 0.01). Conclusion: The study suggests that students with a desire for obtaining good grades ought to use strategic study behaviors and avoid using surface approach behaviors. While it is important to ensure good quality of the learning environment for a variety of reasons, the learning environment did not contribute significantly to explain the students’ academic performance.

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