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...
| Publicado en: | Scandinavian Journal of Caring Sciences Vol. 15; no. 3; pp. 250 - 257 |
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| Formato: | research Journal Article |
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Wiley-Blackwell
Sep2001
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106861187&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106861187 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02839318 BD4 jtl: Scandinavian Journal of Caring Sciences issn: 02839318 maglogo: Y pubinfo: dt: Sep2001 vid: 15 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106861187 106861187 2003108115 10.1046/j.1471-6712.2001.00033.x NLM11564233 106861187 ppf: 250 ppct: 7 formats: fmt: @attributes: type: P tig: atl: Active learning of geriatric rehabilitation: deliberations of an undergraduate occupational therapy programme. aug: au: Chung JCC affil: Dept of Rehabilitation Sciences, Hong Kong Polytechnic University, Hung Hom, Hong Kong; rsjchung@polyu.edu.hk sug: subj: Education, Occupational Therapy Geriatrics Education Motivation Problem-Based Learning Methods Content Analysis Curriculum Development Evaluation Research Focus Groups Funding Source Hong Kong Interviews Program Development Students, Occupational Therapy Human ab: 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. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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