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Incorporating Real-time Simulated Patient and Instructor Feedback to Enhance Simulation Learning Experience for Occupational Therapy Students: A Mixed Methods Study
Get PDFHealth care simulation experiences should provide clear feedback that students can understand and incorporate into future practice. Based on the literature, more research is needed regarding how health professional students use various types of feedback to establish rapport with clients, increase critical thinking skills, and work collaboratively. Various types of feedback may be useful in regular simulation-based education, but there is limited research on how students integrate various feedback to enhance skill development. This study aimed to examine how occupational therapy (OT) students incorporate real-time Simulated Patient (SP) feedback, numerical feedback, and instructor-written feedback to enhance their learning from the simulation experience. This mixed methods study collected learner assessment numerical data and qualitative data (SP feedback and instructor written feedback) in first-year OT students’ simulation learning sessions. The students answered six debrief questions reflecting on the simulation process, explaining how they plan to incorporate the feedback in future OT practice. Quantitative results of student performance data were reported. Seven themes emerged from the thematic analysis of the debrief reflections. These themes provided information on students’ perceptions of the experience and illustrated how they plan to use the feedback. The findings of this study provide instructors strategies that can be used to enhance student learning when designing simulations. This study found that numerical and written feedback from the instructor was more meaningful when combined with real-time SP feedback. Future studies should include a comparison of cohorts as well as interprofessional education
Mapping the Way Forward: Prioritizing Education for Global Occupational Therapy Practice in Addressing Sexuality and Intimacy - A Delphi Approach
Get PDFThe World Health Organization identifies sexual functions and intimate relationships as a functioning domain in the Package of Interventions for Rehabilitation (WHO, 2023). Addressing sexual functions and intimate relationships is a key area of practice for occupational therapists (Walker et al., 2020), and it is important to ensure that occupational therapists are prepared to address this important domain. With the worldwide call to ensure the sexuality and intimacy needs of individuals receiving rehabilitation services are addressed, it is time to establish a new direction for education, practice, and research. This study used a Delphi approach to gather and analyze evidence, engage experts in pivotal dialogue, and make critical decisions to determine priorities for education related to the international practice of occupational therapy in addressing sexuality and intimacy. Findings outline the pedagogy, knowledge, and skills needed to prepare current and future therapists to address the sexuality and intimacy needs of clients worldwide effectively. Global leaders have solidified the role and scope of occupational therapy in addressing sexuality and intimacy and outlined theoretically informed and evidence-based priorities for entry-level and post professional education
Teaching Linked Data Principles Through Virtual Wikidata Edit‐a‐thons
Get PDFCataloging and metadata professionals in libraries have an interest in learning about the Semantic Web and Linked Data technologies. However, with limited release time and funding for continuing education, professional development opportunities need to be designed with learner needs in mind: free, flexible, and fun. Our regional Linked Data interest group approached this challenge by developing an annual program in the form of a five-day edit-a-thon, providing training and hands-on experience in creating and editing Wikidata. The flexible format makes use of synchronous video conferencing, detailed online documentation, independent editing days for hands-on learning, and opt-in community discussion via Slack. Individual and project progress was tracked with the Wikimedia Event Dashboard. This poster proposes the Wikidata edit-a-thon as an ideal method to fulfill a professional development need of library staff by introducing participants to the principles of Linked Data through this flexible and interactive event. Full text: https://doi.org/10.1002/pra2.119
Assessing Information Literacy Programs for First-Year Writing Courses at a Public University
Get PDFThis chapter discusses the findings of a study that used Project Outcome (PO) to assess the effectiveness of library programming for first-year writing courses in different colleges at a mid-sized public university. The purpose of this study was twofold. First, PO data was used to compare student feedback on library support across multiple college writing programs to measure the success of library programming for all incoming first-year students. Second, the PO data was used to set a benchmark for future assessment with the expansion of the library programming for a first-year gateway course. We are not concerned with benchmarking across institutions. For this study, data comes from library programming for first-year writing courses from the College of Engineering and Aviation (CEAS) and the College of Arts and Sciences (CAS), as well as data from a higher-level writing course for the Haworth College of Business (HCOB). The analysis looks at the quantitative and qualitative data captured in the PO immediate instruction survey. We used the immediate survey and not the follow up survey because we have more control over distributing them during class time and we get a higher response rate. For the purposes of this study, qualitative responses from question five on the survey— “What did you like most about this program/service?”—are used to interpret PO’s quantitative data
Preface to a New English Translation of the Minor Latin Works of John Gower
Get PDFThe editors\u27 preface to Robert J. Meindl and Mark T. Riley\u27s new English translation of the Minor Latin Works of John Gower
COVID-19 Pandemic’s Effect on Occupational Therapy Students’ Time-Use and Occupational Engagement On Returning to In-Person Learning
Get PDFThe COVID-19 pandemic emotionally and physically impacted students in occupational therapy and occupational therapy assistant programs. College students lost autonomy and access to meaningful occupations and environments. As students returned to campus, they struggled to navigate and adapt to in-person occupations and how they use their time. This study uses a mixed method descriptive research design to understand how the pandemic affected occupational therapy students\u27 time-use and occupational engagement during the transition to in-person learning. Seventy-three students completed an online survey, while 12 of those students additionally participated in a follow-up time-use diary and interview. Eighty-three percent of the participants agreed or strongly agreed they learned more effectively in-person compared to online, while 65% agreed or strongly agreed to make time to participate in satisfying occupations. Three themes emerged after the thematic analysis of the qualitative data: time compression, lessons from adapting, and autonomy and choice. The findings provide perspectives on occupational therapy students\u27 ability to adapt and manage their time during this transition and offer insight into other transitions in their programs
I’m Not Teaching Them Per Se : Designing and Delivering Asynchronous Undergraduate Online STEM Courses
Get PDFAlthough online courses have been a part of academia for nearly 30 years, they are still perceived as “different” than face-to-face instruction. Through in-depth interviews with four instructors, we explored how STEM faculty approach teaching asynchronous online undergraduate STEM courses. The faculty interviewed for this study viewed online courses as “not regular class[es]” and teaching those classes as “not teaching per se.” Each of the instructors had assumptions about what a classroom was and about good instruction, but even for instructors who taught online for multiple years, those assumptions remained grounded in the face-to-face environment. There is a need for greater discussion about what it means to teach in an online environment