scholarly journals An exploration of the roles and the effect of role expectations on the academic performance of first year occupational therapy students: a University of the Free State case study

2018 ◽  
Vol 48 (1) ◽  
pp. 16-21
Author(s):  
A Swanepoel ◽  
SM van Heerden
Keyword(s):  
Academic Performance ◽  
Occupational Therapy ◽  
Role Expectations ◽  
Free State ◽  
First Year ◽  
Occupational Therapy Students ◽  
State Case

scholarly journals Occupational Balance: What Tips the Scales for New Students?

2005 ◽  
Vol 68 (7) ◽  
pp. 319-323 ◽  
Author(s):  
Lesley Wilson ◽  
Ann Wilcock
Keyword(s):  
Occupational Therapy ◽  
Health Benefits ◽  
First Year ◽  
Written Responses ◽  
Health And Wellbeing ◽  
Educational Benefit ◽  
Occupational Therapy Students ◽  
New Students ◽  
Open Question

The open question, ‘What prevents you from reaching occupational balance?’, was posed within a questionnaire aimed at exploring the meanings of occupation, health and wellbeing with a cohort of first-year occupational therapy students during their initial few weeks at university. Their written responses to the question about occupational balance were analysed and are discussed in this paper. Not surprisingly, occupational balance appeared to be achieved by only a few and more by chance than design. People, time and money factors were identified as the main impediments to achieving occupational balance, with psychological and emotional pressures being at the forefront. Interestingly, despite these barriers, the overall educational benefit of considering the occupational balance question in this way raised the students' awareness of its relationship to health and wellbeing. This increased awareness might have longer-term health benefits, both personally and professionally, which would be worthy of further research.

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 Medically Underserved Community Integrative Health Education And Interprofessional Practice Model With First Year Physician Assistant, Physical Therapy, And Occupational Therapy Students

2019 ◽  
Author(s):  
Barbra Beck ◽  
Karene Boos ◽  
Elizabeth Bright ◽  
Wendie Leveille ◽  
Amy Vega ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Health Education ◽  
Occupational Therapy ◽  
Physician Assistant ◽  
Medically Underserved ◽  
First Year ◽  
Interprofessional Practice ◽  
Integrative Health ◽  
Occupational Therapy Students ◽  
Underserved Community

Abstract Background This study presents a unique combined approach to integrative health education and interprofessional practice in primary care with first-year health science graduate students.Methodology Physician assistant, physical therapy, and occupational therapy students participated in an integrative health interprofessional curriculum and collaborated with Hispanic seniors in a medically underserved community while working on interprofessional teams. Impact on students’ knowledge and attitudes related to integrative health and interprofessional practice are assessed.Results Following exposure to the year-long curriculum, students demonstrated significant improvements in their knowledge of and attitudes towards integrative health and in their attitudes and perceived skills related to interprofessional practice.Conclusions Results suggest that the combined integrative health and interprofessional practice approach in a medically underserved community was successful in positively affecting related knowledge, attitudes, and skills. Further study related to longitudinal results is recommended.

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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