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

Bryan M Gee,Kelly Thompson,Lucy Jane Miller,Jane Strickland

doi:10.1155/2017/6515084

Abstract

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.

Highlights

Occupational therapy (OT) educators train entry-level OT students to identify, evaluate, and treat children with sensory processing difficulties and disorders [1]
Individuals who took part met the following inclusion criteria. They were 1st year occupational therapy students who (a) had no formal coursework related to sensory processing disorders and A SECRET problem solving strategies; (b) had access to an internet-capable computer; (c) could complete the online foundational instruction for sensory processing and sensory processing disorders from Sensory Processing Disorder University (SPDU); and (d) could complete the A SECRET
The cohort of participants attained an overall score of 68% which was 2% shy of the predetermined threshold of 70% established during the design of the measure and instructional intervention. This is the first study of its kind exploring the effectiveness of an e-learning module to influence knowledge and reasoning of OT students

Summary

Introduction

Occupational therapy (OT) educators train entry-level OT students to identify, evaluate, and treat children with sensory processing difficulties and disorders [1] This charge originates from the American Occupational Therapy Association’s (AOTA) 2011 educational standards for Accreditation Council of Occupational Therapy Education (ACOTE) and AOTA’s Blue Print for the Future of Entry Level Education [2]. According to both AOTA’s accreditation standards and ACOTE’s blueprint, entry level occupational therapists should demonstrate competency in assessing sensory needs and providing stimulation and environmental selfmanagement strategies to those with sensory processing deficits [3].

Objectives

Methods

Results

Conclusion