Abstract
Understanding student learning in health science professional programs is both timely and relevant and is the focus of this article. The Table of Learning by Lee Shulman (2002) provided a tool for an interdisciplinary reflection surrounding student learning in clinical laboratory science and occupational therapy. Utilizing the taxonomy pieces, we were able to construct a visual representation of how students learn in these two programs. It is our hope that other health care programs may view this model as a template in their interdisciplinary Scholarship of Teaching and Learning (SoTL) conversations.
Highlights
In this article we will share our insights, reflections, and subsequent understandings from our use of Shulman’s (2002) Table of Learning
Design Our model of student learning in occupational therapy (OT) and clinical laboratory science (CLS) was an outcome of a larger research project
We used a qualitative approach to answer our research question: What are students’ experiences of the learning environment in a professional master’s degree program in occupational therapy and a professional bachelors’ degree program in clinical laboratory science and how does the learning environment contribute to their learning and development? Human subject approval was obtained from the Institutional Review Board at our university
Summary
In this article we will share our insights, reflections, and subsequent understandings from our use of Shulman’s (2002) Table of Learning. We used the Table of Learning to illuminate how students learn and develop in two professional programs. We thought about how students enter into practice and begin to acquire the capacities and understanding necessary to act as a member of their profession. We engaged students in a conversation through interview and focus group to elicit their perceptions, attitudes, and feelings surrounding learning. Our goal was to create a visual model of student learning in occupational therapy (OT) and clinical laboratory science (CLS) at our institution using the elements of the Table of Learning. The development of our model is grounded in the empirical data from a qualitative research study in which students described their experiences within the learning environment of each program
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