scholarly journals Occupational Therapy Student Perceptions of Wellness: Focus Group Findings

2021 ◽  
Vol 5 (4) ◽  
Author(s):  
Kelsey Lawrence ◽  
Katherine Chin ◽  
Stacy Smallfield
Keyword(s):  
Focus Group ◽  
Occupational Therapy ◽  
Student Perceptions

scholarly journals Student perceptions and lessons learned from flipping a masters level public health course | Perceptions des étudiants et leçons tirées d’une classe inversée pour un cours de maîtrise en santé environnementale et professionnelle

2015 ◽  
Vol 41 (2) ◽  
Author(s):  
Lindsay P. Galway ◽  
Barbara Berry ◽  
Timothy Takaro
Keyword(s):  
Public Health ◽  
Focus Group ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Lessons Learned ◽  
Instructional Model ◽  
Santé Environnementale ◽  
Health Course ◽  
Using Data ◽  
Groupe De Discussion

The flipped classroom instructional model has emerged as an alternative to conventional lecture-based teaching that has dominated higher education for decades. In 2013, a cohort of graduate-level public health students participated in a flipped environmental and occupational health course. We present the design, implementation, and evaluation of this course. Using data collected from a post-course survey, focus group sessions, and classroom observation, we examine student perceptions of the flipped classroom instructional model and synthesize lessons learned from flipping the classroom more broadly. Post-course survey data indicate that students had generally positive perceptions towards the flipped classroom instructional model. Four major themes emerged from the focus group data in relation to perceptions of the flipped classroom: knowledge application, content delivery, innovation, and connecting the online and in-class components. These results are promising and suggest that this approach warrants further consideration and research. Le modèle pédagogique de la classe inversée a émergé comme solution de rechange à l’enseignement traditionnel par cours magistraux qui a dominé l’éducation supérieure pendant des décennies. En 2013, une cohorte d’étudiants en santé publique aux cycles supérieurs a participé à un cours inversé sur la santé environnementale et professionnelle. Nous présentons la conception, la mise en œuvre et l’évaluation de ce cours. À l’aide de données recueillies par l’entremise d’un sondage après le cours, lors de séances de discussion en groupe et d’observation en classe, nous examinons les perceptions qu’ont les étudiants du modèle pédagogique de la classe inversée et résumons les leçons tirées qui sont pertinentes pour les cours inversés en général. Les données du sondage réalisé après le cours indiquent que les étudiants avaient des perceptions pour la plupart positives du modèle pédagogique de la classe inversée. Quatre thèmes principaux ont émergé des données du groupe de discussion relativement aux perceptions sur la classe inversée : mise en application des connaissances, diffusion du contenu, innovation et lien entre les composantes en ligne et en classe. Ces résultats sont prometteurs et suggèrent que cette approche devrait faire l’objet de plus de considération et de recherche.

Lessons learned from designing flipped lessons for fourth grade students: implications for school librarians

2016 ◽  
Vol 33 (8) ◽  
pp. 19-23 ◽  
Author(s):  
Daniella Smith
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Information Literacy ◽  
Technology Implementation ◽  
Literacy Skills ◽  
Lessons Learned ◽  
Flipped Learning ◽  
School Librarians ◽  
Content Type ◽  
Information Literacy Skills

Purpose The purpose of this study is to examine student perceptions of flipped learning lessons designed to teach information literacy skills. Design/methodology/approach A mixed-method design was implemented using a paper-based survey and an online focus group. The survey asked questions about the participants’ perceptions of the flipped lessons. The focus group was used to clarify the participants’ responses to the survey questions. Findings A majority of the students enjoyed completing the lessons. Responses also indicated that a majority of the students felt that the lessons helped them prepare for class. However, issues with computers and internet connectivity at home resulted in some of the students completing the lessons before or after school. Research limitations/implications This study was limited to a class of 21 students enrolled in a public school in North Texas. Originality/value There is limited research supporting the value of flipped learning in relation to the technology implementation role of school librarians. This study provides insights into how school librarians can develop flipped learning lessons in collaboration with classroom teachers to improve the information literacy skills of students.

Student Perceptions of OT Course in Animal-Assisted Therapy for Health Professionals

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512505205p1-7512505205p1
Author(s):  
Petrina Talbot ◽  
Pamela Linden
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Health Professionals ◽  
Animal Assisted Therapy ◽  
Scope Of Practice ◽  
Multimodal Learning ◽  
Course Content ◽  
Area Of Interest ◽  
First Time ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. The aim of this qualitative study was to explore graduate OT student perspectives on an animal-assisted therapy (AAT) course elective offered for the first time. A semistructured focus group captured student perceptions of course content, pedagogy, experiential activities, and assignments. Given that AAT is a growing area of interest among OT practitioners and falls within the OT scope of practice, AAT coursework should be integrated into OT curricula through multimodal learning methods. Primary Author and Speaker: Petrina Talbot, AIM Services, Inc., Port Jefferson, NY, USA Additional Authors and Speakers: Pamela Linden

scholarly journals Assessment of students’ satisfaction with a student-led team-based learning course

2015 ◽  
Vol 12 ◽  
pp. 23 ◽  
Author(s):  
Justin W. Bouw ◽  
Vasudha Gupta ◽  
Ana L. Hincapie
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Group Discussion ◽  
Barriers To Success ◽  
Self Directed Learning ◽  
Group Data ◽  
Team Based Learning ◽  
Focus Group Data ◽  
Directed Learning ◽  
Students Satisfaction

Purpose: To date, no studies in the literature have examined student delivery of team-based learning (TBL) modules in the classroom. We aimed to assess student perceptions of a student-led TBL elective. Methods: Third-year pharmacy students were assigned topics in teams and developed learning objectives, a 15-minute mini-lecture, and a TBL application exercise and presented them to student colleagues. Students completed a survey upon completion of the course and participated in a focus group discussion to share their views on learning. Results: The majority of students (n=23/30) agreed that creating TBL modules enhanced their understanding of concepts, improved their self-directed learning skills (n=26/30), and improved their comprehension of TBL pedagogy (n=27/30). However, 60% disagreed with incorporating student-generated TBL modules into core curricular classes. Focus group data identified student-perceived barriers to success in the elective, in particular the development of TBL application exercises. Conclusion: This study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.

scholarly journals Care Across Campus: Athletic Training, Nursing, and Occupational Therapy Student Experiences in an Interprofessional Simulation

2018 ◽  
Vol 13 (4) ◽  
pp. 332-339 ◽  
Author(s):  
Briyana L. M. Morrell ◽  
Alison M. Nichols ◽  
Craig A. Voll ◽  
Kathleen E. Hetzler ◽  
Jane Toon ◽  
...  
Keyword(s):  
Health Care ◽  
Focus Group ◽  
Occupational Therapy ◽  
Focus Groups ◽  
Athletic Training ◽  
Interprofessional Education ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Occupational Therapy Students ◽  
Positive Attitudes

Context: This study explored health care students' experiences after participation in an interprofessional simulation. Interprofessional education incorporates students from several health care professions in a controlled, collaborative learning environment. Athletic training students are not well represented in interprofessional education literature. Objective: This study sought to explore the attitudes of athletic training, nursing, and occupational therapy students toward other professions after their participation in an interprofessional simulation. Design: This article describes the results of the qualitative portion of a mixed-methods study. Focus group discussions related to elements of the Interprofessional Attitude Scale to explore participants' attitudes toward other professions. Researchers analyzed transcribed focus group discussions for themes. Setting: This study occurred in a private midsized Midwestern university. Patients or Other Participants: Seventy-nine students, representing athletic training, nursing, and occupational therapy, participated in the simulation; a sample of 13 of these participated in the focus groups. Intervention(s): Students in all professions cared for or observed the care of a standardized patient from the time of a spinal cord injury on the football field through an ambulance ride and subsequent emergency and inpatient care. Students collaborated and communicated with one another. Faculty conducted debriefing after the simulation and before the focus groups. Main Outcome Measure(s): Focus groups included relevant questions from the Interprofessional Attitudes Scale, and themes were identified from participants' responses. Results: Researchers identified 4 themes from the focus group discussions: collaboration, respect, knowledge of other professions, and communication. These themes also mirror elements of the Interprofessional Education Collaborative's core competencies of interprofessional collaborative practice. Conclusions: After the simulation, students expressed positive attitudes toward other professions. This study suggests that athletic training, nursing, and occupational therapy students have positive attitudes toward each other's professions after an interprofessional simulation activity.

scholarly journals Student Perceptions of Growth-Facilitating and Growth-Constraining Factors of Practice Placements: A Comparison between Japanese and United Kingdom Occupational Therapy Students

2019 ◽  
Vol 2019 ◽  
pp. 1-13
Author(s):  
Reiko Miyamoto ◽  
Dido Green ◽  
Peter Bontje ◽  
Natsuka Suyama ◽  
Nobuo Ohshima ◽  
...  
Keyword(s):  
United Kingdom ◽  
Occupational Therapy ◽  
Student Perceptions ◽  
Time Management ◽  
Nominal Group ◽  
Clinical Knowledge ◽  
Knowledge And Skills ◽  
Self Reflection ◽  
Occupational Therapy Students ◽  
The Uk

This study compared growth-facilitating and growth-constraining experiences of practice placements as perceived by occupational therapy students from Japan and the United Kingdom (UK). Fifteen students from Japan and 14 from the UK used a nominal group technique (NGT) to rank, individually and in groups, their subjective learning experiences during practice placements. Qualitative analysis and simple tabulation based on ranking of items obtained in the NGT were performed. Five item categories were identified from both Japanese and UK students: self-reflection, the role of supervisor, sense of responsibility, clinical knowledge and skills, and time management. Results showed that all students perceived opportunities for self-reflection and feedback from supervisors as growth facilitating and students’ passive attitudes towards requirements of practice placements as growth constraining. Country-specific differences between students were observed in clinical knowledge and skills, sense of responsibility, and time management. Japanese students perceived that preparatory study led to successfully treating clients during placement, and they tended to commit to placement assignments at the expense of time outside. UK students valued working independently with a sense of responsibility but considered time-management problems within their placement hours as growth constraining. These differences can be explained by different social norms and expectations of students from Japan and the UK.

Professionalism and occupational therapy: An exploration of faculty and students’ perspectives

2012 ◽  
Vol 79 (5) ◽  
pp. 275-284 ◽  
Author(s):  
Allison J. Robinson ◽  
Chelsea J. Tanchuk ◽  
Theresa M. Sullivan
Keyword(s):  
Focus Group ◽  
Occupational Therapy ◽  
Developmental Process ◽  
Specific Nature ◽  
Master's Students ◽  
Clear Explanation ◽  
Student Focus ◽  
Open Coding ◽  
Context Specific ◽  
Concrete Concepts

Background. Professionalism is a complex, multifaceted concept embedded within the curricula of occupational therapy programs and professional documents; yet there is no clear explanation in the literature. Purpose. To explore occupational therapy faculty and students’ perspectives of the meaning of professionalism. Methods This interpretivist qualitative study used convenience sampling to recruit eight second-year occupational therapy master's students and five occupational therapy faculty members to participate in two separate focus groups. Open-coding and constant comparative methods were used to identify themes. Findings. Data analysis yielded the following student focus group themes: uncertainty about professional expectations; searching for answers through concrete concepts; and the context-specific nature of professionalism. Faculty focus group themes were professional responsibility; professional awareness; and the context-specific nature of professionalism. Understanding and enacting professionalism may be a developmental process. Implications. Further exploration of the meaning of professionalism from a variety of other occupational therapy stakeholders is needed.

scholarly journals Career Goals and Student Perceptions of a Post-Professional Occupational Therapy Doctoral Experiential Component

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Angela Lampe ◽  
Vanessa D Jewell ◽  
Rebecca Dunn ◽  
Thomas Lawson ◽  
Erin Stewart ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Student Perceptions ◽  
Career Goals
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