Impacting Occupational Therapy Assistant Student Knowledge about Occupation and Occupation-Based Practice.
It is important for occupational therapy assistant (OTA) programs to teach about occupation and occupation-based practice (OBP). Few have published on this topic in relation to OTA education. This study focuses on determining if an educational module covering occupation and OBP would increase studen...
| Published in: | Open Journal of Occupational Therapy (OJOT) Vol. 9; no. 2; pp. 1 - 16 |
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| Main Authors: | , , |
| Format: | case study exam questions research tables/charts Journal Article |
| Published: |
Open Journal of Occupational Therapy
Spring2021
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=149951359&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 149951359 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 21686408 HDL1 jtl: Open Journal of Occupational Therapy (OJOT) issn: 21686408 maglogo: N pubinfo: dt: Spring2021 vid: 9 iid: 2 pid: 94241 pub: Open Journal of Occupational Therapy place: Kalamazoo, Michigan artinfo: ui: 149951359 149951359 149951359 10.15453/2168-6408.1741 149951359 ppf: 1 ppct: 15 formats: fmt: @attributes: type: P tig: atl: Impacting Occupational Therapy Assistant Student Knowledge about Occupation and Occupation-Based Practice. aug: au: Keener, Allen S. Hayden, Cynthia L. Howell, Dana M. affil: Eastern Kentucky University - USA. sug: subj: Occupational Therapy Assistants Student Knowledge Evaluation Occupational Therapy Practice Models, Educational Occupation (Human) Human Multimethod Studies Criterion-Related Validity Outcomes of Education Quantitative Studies Learning Methods Accreditation Purposive Sample Southeastern United States Pretest-Posttest Design Data Analysis Software T-Tests Paired T-Tests Middle Age Female Male Aged Child Middle Aged: 45-64 years Aged: 65+ years Child: 6-12 years Female Male ab: It is important for occupational therapy assistant (OTA) programs to teach about occupation and occupation-based practice (OBP). Few have published on this topic in relation to OTA education. This study focuses on determining if an educational module covering occupation and OBP would increase student knowledge of occupation and occupation-based practice. In this mixed-methods parallel convergent study, OTA students were immersed in an author-designed educational module to increase their knowledge of occupation, OBP, and the selection of occupation-based interventions. The students engaged in pretesting activities, prior to the module, consisting of short-answer essay and intervention selection tasks. At the conclusion of the module, the students completed posttest activities. The study results demonstrated significant learning in the areas of occupation, OBP, and the selection of occupation-based interventions. Quantitative analysis indicated a statistically significant increase in student learning, and qualitative analysis revealed increased levels of performance, when classified according to Bloom's Taxonomy. This study addresses a gap in the OTA education literature by showing evidence that use of the learning module increased OTA student knowledge of occupation, OBP, and the ability to select occupation-based interventions. This module was an efficient and effective method of meeting accreditation standards related to OTA education pubtype: Academic Journal doctype: case study exam questions research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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