Undergraduate Occupational Therapy Programme Research Articles

Academic achievement and intrinsic motivation in higher education students: an analysis of the impact of using concept maps

PurposeThe study investigates meaningful learning among higher education students using concept maps (CM) as a learning strategy. The main goals were to understand whether the introduction of CM produced changes in students' academic achievement and intrinsic motivation (IM).Design/methodology/approachIn this quasi-experimental study, academic achievement was collected using achievement tests made in-class, IM through a self-reported questionnaire and the usefulness of CM using an interview. The research sample consisted of 60 undergraduate students enrolled in the first year of an undergraduate occupational therapy (OT) program of a Portuguese polytechnic institute in two different consecutive academic years. Students were assigned to 2 groups (experimental group (EG) – 23 and control group – 37). CM were introduced in the pedagogical process of the EG.FindingsCM produced better academic achievement in the EG. Nevertheless, groups presented a decrease in the levels of IM over time.Practical implicationsThe paper includes implications for the development of CM as a learning strategy to improve students' learning and academic achievement.Originality/valueThis paper fulfills an identified need to investigate the double impact of CM on academic achievement and IM in higher education students.

Improving Self-Perceived Emotional Intelligence in Occupational Therapy Students Through Practical Training.

Background: In the field of healthcare, higher skills in emotional intelligence (EI) have been proven to have a positive impact on healthcare professionals in general and occupational therapists in particular and also on teamwork and patient care. The purpose of this research was to determine whether performing practical work included in the undergraduate Occupational Therapy program improves students' self-perceived EI, and whether there are any differences in the latter depending on the area in which this practical training is performed.Methods: It was conducted a multicenter, quasi-experimental, pre-post study with Occupational Therapy undergraduate students in the 2016–2017 academic year. A total of 184 students met the inclusion criteria. Of these, 10 (5.40%) declined to participate; therefore, the participation rate was 94.60% and the initial sample comprised 174 students. Mean age was 21.34 years (SD = 2.54) and 84.50% (n = 147) were women. Students' self-perceived EI was measured with the Trait Meta-Mood Scale-24 (TMMS-24). This measure was completed in the two weeks prior to the start of the practical training period and one week after the end of it. McNemar-Bowker and McNemar tests were used to analyze the differences in self-perceived EI between these two points in time.Results: After the practical training, an improvement in self-perceived EI was observed in women (Emotional Attention, Emotional Clarity, and Emotional Regulation dimensions). Regarding areas of practical training, results showed an improvement in EI in women who had received practical training in the areas of Physical Rehabilitation, Mental Health and Geriatrics and Gerontology.Conclusions: The findings contribute to a better understanding of the relation between practical training and an improvement in self-perceived EI. This insight can help make changes in the teaching methodology to enhance the emotional skills needed for a better professional performance.

Resilience in occupational therapy students

At the University of the Witwatersrand, occupational therapy undergraduate students perceived their programme to be more stressful than similar health science education programmes, resulting in students experiencing mental health issues. Thus, the purpose of this study was to determine the level of resilience and stress and health behaviours of students registered in the undergraduate Occupational Therapy programme. A descriptive quantitative cross-sectional on-line survey design was used, replicating an American study of nursing students by Ahern. Permission was obtained from Ahern to use the same battery of data collection tools: demographic questionnaire, the resiliency scale; the perceived stress visual analogue scale and the health behaviours questionnaire. Once ethical clearance was obtained, the data collection battery plus an information sheet was mailed electronically to 205 students. The three questionnaires were scored as prescribed and all other data were analysed descriptively. The Kruskal-Wallis ANOVA was used to test the significant difference between the variables and Spearman's rank order correlation coefficient to determine associations between the questionnaires as well as the subtests. One hundred and seventeen questionnaires were analysed. Results indicated high stress levels within this cohort, with the major stressor being academic. Most students reported a medium level of resilience and the health behaviour questionnaire revealed a low risk. There was no significant difference between the different years and the only variables found to have a significant association was stress over the year increasing risk-taking behaviours. It was concluded that all students could benefit from some resilience training. Those who lived away from home and had poor social support were the most vulnerable. Key words: Resilience, Stress, Occupational therapy students

Occupational therapy students' technological skills: Are'generation Y' ready for 21st century practice?

Technology is becoming increasingly integral to the practice of occupational therapists and part of the everyday lives of clients. 'Generation Y' are purported to be naturally technologically skilled as they have grown up in the digital age. The aim of this study was to explore one cohort of 'Generation Y' occupational therapy students' skills and confidence in the use of technologies relevant to contemporary practice. A cross-sectional survey design was used to collect data from a cohort of 274 students enrolled in an Australian undergraduate occupational therapy programme. A total of 173 (63%) students returned the survey. Those born prior to 1982 were removed from the data. This left 155 (56%) 'Generation Y' participants. Not all participants reported to be skilled in everyday technologies although most reported to be skilled in word, Internet and mobile technologies. Many reported a lack of skills in Web 2.0 (collaboration and sharing) technologies, creating and using media and gaming, as well as a lack of confidence in technologies relevant to practice, including assistive technology, specialist devices, specialist software and gaming. Overall, the results suggested that this group of 'Generation Y' students were not universally skilled in all areas of technology relevant to practice but appear to be skilled in technologies they use regularly. Recommendations are therefore made with view to integrating social networking, gaming, media sharing and assistive technology into undergraduate programmes to ensure that graduates have the requisite skills and confidence required for current and future practice.

Predictors of academic performance and education programme satisfaction in occupational therapy students

Introduction Thriving and performing well in entry-level programmes is important to occupational therapy students, but also for the competitive status of the institutions providing their education. The literature is sparse concerning the factors of importance for occupational therapy students’ academic performance in, and satisfaction with, their education programme. Method This cross-sectional study explored sociodemographic, relationship, education and work-related variables and their associations with the students’ academic performance and satisfaction with the education programme. The data were analysed with multivariate linear regression. Results Participants were 123 students (mean age 24 years, 80% women) enrolled in an undergraduate occupational therapy programme in Norway. Having prior experience of higher education was associated with better academic performance, whereas having occupational therapy as the highest priority line of study at entry, and spending fewer hours on self-studies, were associated with lower satisfaction with the education programme. Conclusion To improve academic performance, occupational therapy educators are encouraged to help students learn about the tasks, requirements, standards and culture that constitute higher education. To improve satisfaction, it may be most efficient to target students who initially indicate the most interest in studying occupational therapy.

Responding to the needs of students who are carers on an undergraduate occupational therapy programme at one UK University

The purpose of the study was to explore the experiences of students on an undergraduate occupational therapy degree programme who have caring responsibilities. It was a mixed methods study, including a questionnaire to identify students who are carers, follow-up focus groups and the University’s internal student records database to obtain absence and attainment data. There were no significant differences in absence rates for carers and non-carers. However attainment was significantly lower for carers. Carers reported having fees paid by the NHS as an important choice factor for higher education. Carers’ main concerns were timetabling, finances, support after exam failures, understanding from academic staff and not feeling part of the wider university community. Most carers had seriously considered leaving the programme during their studies and attrition rates were proportionally higher for students who were carers. Education providers must recognise the needs of mature students and provide inclusive environments. The findings have led to programme, policy and institutional level action. Education providers must recognise the needs of mature students and provide inclusive environments. The NHS must be reflective of the community it serves and those responsible for delivering health professional programmes have a duty to recruit and retain a diverse student population.

Enhancing Occupational Therapy Education through Simulation

The use of, and profile surrounding, simulation as a teaching and learning method across pre-registration and post-qualifying health programmes is increasing, although an examination of the literature suggests that this is occurring most notably within medicine and nursing. This practice analysis explores the emergent literature before presenting how simulation was introduced into a pre-registration undergraduate occupational therapy programme. Reflections on this experience are used to discuss key benefits and challenges when considering the use of this teaching and learning methodology and to identify opportunities for further development in line with the increasing profile and associated expectations of simulated learning.

Creating high challenge/high support academic environments through constructive alignment: student outcomes

Higher education needs to provide challenging yet supportive learning environments catering for students with diverse academic needs. There is also an emphasis on using student-driven outcome measures to determine teaching effectiveness. How can these measures be used to reflect upon and evaluate teaching initiatives? Using an undergraduate occupational therapy programme as the site for exploration, this article reports on an application of constructive alignment principles and describes how available empirical data were used to explore student outcomes. A comparison was made between student evaluations and academic grades prior to, and after the implementation of the initiative. Results provide evidence of improvement in student satisfaction and academic grades as a result of implementing constructive alignment. Whilst it is acknowledged that changes in academic grades and student evaluations can be attributed to a number of factors, findings of this study support a view that constructive alignment facilitates students' learning and experiences.

A Study on Developments in Occupational Therapy Undergraduate Education in WA: 1961-1991

1991 marks thirty years of formal education in occupational therapy in Western Australia. From its humble origins in an old hotel, the undergraduate occupational therapy programme in Western Australia has evolved from one which had a very strong vocational focus, was largely steeped in medical traditions and which had an emphasis on teaching technical skills, to one which is more academic and outward looking in its orientation. However, as we enter the 1990s undergraduate education in occupational therapy must face the challenges associated with the National Training Board's move to competency-based standards and assessment in the workplace. This study of historical material compares the three major stages of development in the thirty years of undergraduate education in occupational therapy in Western Australia. Reflection on these developments may guide future directions in undergraduate education and result in outcomes which will equip occupational therapists for leadership in the provision of health services.

Longitudinal Study of Student Attitudes Toward People with Mental Illness

Objective. The purpose of this study was to investigate the attitudes of students (n = 36) in an undergraduate occupational therapy program toward people with mental illness and physical disabilities, and the effect of educational experiences on attitudes. Method. Two attitude scales, the Attitude Toward Disabled Persons (ATDP-A) and Opinions About Mental Illness (OMI), were administered to participants over a three year period. Results. The study revealed a significant difference in attitudes toward people with mental illness compared to attitudes toward people with physical disabilities. At the end of occupational therapy education, attitudes toward people with mental illness were more favorable than at the start of course work, but less so than those towards people with physical disabilities. Attitudes changed in a negative direction after a level I mental health fieldwork. Academic course work was more effective in producing favorable attitudes for participants whose initial attitude was least favorable, and level II fieldwork was most effective in achieving favorable attitudes for participants whose initial attitude was in the mid-range. Favorable attitudes towards people with mental illness was not predictive of first job employment in a mental health setting. Conclusions. These findings suggest occupational therapy students hold less favorable attitudes towards people with mental illness. Educational programs may need to implement specific strategies to overcome the stigma of mental illness to achieve the goal of valuing all individuals with disabilities.

Active learning of geriatric rehabilitation: deliberations of an undergraduate occupational therapy programme.

Occupational therapists working in geriatric rehabilitation must possess skills of self-directed learning and critical thinking, but conventional teaching-learning strategies are limited in acquiring the said skills. This action research aimed at developing in students an ability for active learning and problem solving. An inquiry-based learning (IBL) methodology was introduced to two geriatric-related subjects of an undergraduate occupational therapy (OT) programme. Students worked on four real-life problems in tutorials and participated in service learning. Lectures were carefully structured to consolidate theoretical knowledge generated from the problems. This study was evaluated qualitatively through interviews of both students and clinical educators, and reflective journals. Students found the problems and service learning stimulating enough to encourage active learning and develop basic study skills. Likewise, clinical educators noted students to be more competent when working with geriatric clients than former students who learned through a conventional curriculum. However, the IBL methodology was stressful in areas related to consistency of teaching-learning strategies across curriculum, workload and time constraints. Curriculum review, development of resource files and provision of systematic support are some of the recommendations to the challenges encountered. To conclude, the IBL approach provides appropriate learning environments that foster in students a self-directed learning attitude in the study of geriatric rehabilitation.

Assessing Fieldwork Journals: Developmental Portfolios

Interactive journals in the form of fieldwork logs and learners' logs were introduced into the fieldwork curriculum of the 4-year undergraduate occupational therapy programme at the University of Cape Town, South Africa. The aim was to promote critical reflection and clinical reasoning. The challenge then lay in assessing these journals to evaluate student performance, while also providing a vehicle for promoting professional understanding. This article describes the development of portfolios as an approach to assessing student journals, together with the evaluation criteria that were developed and the educational rationale underpinning this design.

Success of non-traditional students in an undergraduate occupational therapy programme.

An exit survey designed to examine the experiences of occupational therapy undergraduates was administered to 365 students in a four-year honours programme. The survey had a response rate of 51% (186). The survey was informed and supplemented by focus groups with international students and computer-mediated conferencing with community leaders from relevant ethnic minorities. Results showed that older students and those with non-traditional entry qualifications in this sample were as successful as school-leaver entrants (those with UK A Level qualifications). There were no significant differences between the support needs of the groups and previous experience did not have a beneficial or significant effect on support needs. Having to maintain part-time employment significantly increased the likelihood that students would consider withdrawing from the programme. For those who considered withdrawing but who went on to successful completion, the desire to practise occupational therapy following their successful experiences in the programme was a powerful motivator.

The Application of Constructivism to Concepts of Occupation Using a Group Process Approach

Students in an undergraduate occupational therapy program used the concepts of constructivism and the group process to select and decoupage chairs depicting varieties of occupations for one of four life span segments: infancy, adolescence, young adulthood and older adulthood. Students were not provided a set of specific guidelines to follow during the process but constructed their learning according to their creativity and hands-on application of classroom concepts. Student feedback indicated that, while they found the experience challenging, they enjoyed the process and learned a great deal not only about the group process but also about how to approach and solve unfamiliar problems. Results suggest the similarity between principles underlying good education and those underlying occupational performance. Implications for classroom instruction are discussed.

The Application of Constructivism to Concepts of Occupation Using a Group Process Approach

Students in an undergraduate occupational therapy program used the concepts of constructivism and the group process to select and decoupage chairs depicting varieties of occupations for one of four life span segments: infancy, adolescence, young adulthood and older adulthood. Students were not provided a set of specific guidelines to follow during the process but constructed their learning according to their creativity and hands-on application of classroom concepts. Student feedback indicated that, while they found the experience challenging, they enjoyed the process and learned a great deal not only about the group process but also about how to approach and solve unfamiliar problems. Results suggest the similarity between principles underlying good education and those underlying occupational performance. Implications for classroom instruction are discussed.

Clinical Reasoning Case Studies as Teaching Tools

Students are taught how to apply clinical reasoning methods through a variety of teaching methods, including the use of case studies. Various types of case studies have been described in the literature: paper cases, videotape cases, simulated client cases, and real client cases. This study examined the effectiveness of a new type of paper case study--the clinical reasoning case study--in teaching the clinical reasoning process to occupational therapy students. Four seniors in an undergraduate occupational therapy program completed intervention plans in response to both traditional medical model and clinical reasoning paper case studies. Qualitative methods were used to analyze intervention plans and videotaped discussion about this learning experience. Themes discovered in the data sources suggest that compared with traditional case studies, the clinical reasoning case studies increased the quality of participants' intervention plans, participants' confidence levels about their plans, and participants' understanding of the clinical reasoning process. Participants also reported preferring clinical reasoning case studies over traditional paper case studies. The clinical reasoning case studies are effective teaching tools because they provide students with a holistic picture of the client and his or her occupational therapy treatment. In addition, these case studies model the clinical reasoning process by organizing client information according to the types of clinical reasoning that would be used to gather that information. Occupational therapy educators may find this type of paper case study useful in introducing students to the intervention planning process.

Pre-Admission Factors Influencing Practice Area Preference in Occupational Therapy

ABSTRACT The percentage of graduates choosing to practice in mental health has declined in recent years. This study examined pre-admission practice area preference of 219 applicants to an undergraduate occupational therapy program. Results indicated that applicants were most influenced by prior experience: 99.6% were exposed to physical disabilities occupational therapy and 82.5% were exposed to mental illness practice area. Forty-eight percent, however, expressed a preference for physical disabilities while only 11 % preferred to work in the field of mental health. University recruiters may need to actively seek out students with a strong preference for mental health. Longitudinal studies to track factors affecting change of practice area preference throughout the educational process are also necessary.

Maintaining a balance in service and education in a climate of fiscal crisis.

Doubling enrollment in the undergraduate occupational therapy programme at McMaster University was introduced in a climate of fiscal crisis. This paper will discuss the creative implementation of a Quality Circle Model in the Occupational Therapy Department at Chedoke-McMaster Hospitals, Hamilton, Ontario, which promoted concerted staff participation and self management development in light of increased student learning needs. An alternate model of Clinical Supervision was examined. The impact of this proactive, problem solving approach will be addressed and may encourage application in other occupational therapy settings.