College of Health Sciences

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Browsing College of Health Sciences by Subject "Active learning"

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    Comparing learning platform impact on low vision education for occupational therapists
    (Western Michigan University, 2020) Perea, Jaimee D.; Sit, William
    This pilot study examines the impact of face-to-face, remote, and hybrid learning platforms on satisfaction, confidence, and knowledge-application of occupational therapy practitioners during a synchronous low vision continuing education program. Fifteen participants were divided into three groups, each corresponding to one learning platform. They engaged in two 45-min learning sessions and completed pre, post, and follow-up surveys to measure the impact of the learning platform on the dependent variables of satisfaction, confidence, and knowledge application. No significant differences were found between learning platforms for the three variables, but improvements from pre to follow-up survey were found to be significant for confidence and knowledge application for all groups. These f indings indicate that similar education provided to occupational therapy practitioners may result in improved confidence and knowledge application to clinical practice from the beginning to the end of the educational program, despite the learning platform. Flexibility with online learning options increased participation and adherence rates. Synchronous remote and hybrid learning platforms may be as effective as traditional face-to-face methods, specifically with increasing practitioner confidence and knowledge application. Remote options may reduce peer interactions but increase flexibility and convenience with scheduling for program scalability and accessibility.
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    Occupational therapy students' perceived value of simulated learning experiences
    (Association of Schools of Allied Health Professions, 2018-03-08) Walls, Donna; Fletcher, Tina; Brown, Diane
    AIMS: The purpose of this quantitative pilot study was to examine occupational therapy students’ perceived value of a simulated learning experience and to identify various components of simulation that were valued. METHODS: Students enrolled in an occupational therapy evaluation and intervention for the adult population course participated in a simulated experience using a standardized patient as part of course expectations. Participants completed an 18-item questionnaire following the simulation. RESULTS: Students perceived simulated learning as a positive experience. The components identified as positive included feedback from the instructor, professional attire, consistent role of the standardized patient, and group debriefing after the simulation. CONCLUSION: Occupational therapy students perceived interaction with standardized patients as valuable. Further research is needed to analyze effectiveness of simulation in preparing occupational therapy and other healthcare students for actual clinical experience.