OSCEs' Impact on Occupational Therapy Student Learning: Insights from Second- and Third-Year Focus Groups.
Background: Objective Structured Clinical Examinations (OSCEs) are widely used in health programs to assess clinical skills. We present results of a qualitative study investigating occupational therapy students' perceptions of OSCEs' impact on their learning and readiness for clinical practice. Meth...
| Publicado en: | Open Journal of Occupational Therapy (OJOT) Vol. 12; no. 1; pp. 1 - 13 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Open Journal of Occupational Therapy
Winter2024
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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=175125563&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 175125563 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: Winter2024 vid: 12 iid: 1 pid: 94241 pub: Open Journal of Occupational Therapy place: Kalamazoo, Michigan artinfo: ui: 175125563 175125563 175125563 10.15453/2168-6408.2154 175125563 ppf: 1 ppct: 12 formats: fmt: @attributes: type: P tig: atl: OSCEs' Impact on Occupational Therapy Student Learning: Insights from Second- and Third-Year Focus Groups. aug: au: Jean, Craig R. St. Werther, Karin Roberts, Mary R. affil: University of Alberta - Canada sug: subj: Students, Occupational Therapy Psychosocial Factors Learning Methods Student Knowledge Evaluation Competency Assessment Methods Clinical Competence Evaluation Student Attitudes Human Focus Groups Qualitative Studies Confidence Thematic Analysis Students, Undergraduate Students, Graduate Students, Medical Prospective Studies ab: Background: Objective Structured Clinical Examinations (OSCEs) are widely used in health programs to assess clinical skills. We present results of a qualitative study investigating occupational therapy students' perceptions of OSCEs' impact on their learning and readiness for clinical practice. Method: Six second and six third year students in the University of Alberta's Master of Science in Occupational Therapy program were interviewed in separate focus groups. Independent reviewers applied thematic analysis to the focus group transcripts to identify, analyze, and report themes in the data. Results: Five themes were constructed from the data: from learning to action, transition to practice, stress, representativeness, and suggestions for improvement. Both cohorts perceived OSCEs as intensely stressful but ultimately beneficial to their learning, though third-years more readily identified stress as a catalyst for personal and professional growth. Further, both cohorts noted that OSCEs motivated them to practice clinical skills and constituted important stepping stones toward authentic practice, but the thirdyear students more frequently drew connections between the skills tested in their OSCEs and their confidence in working as occupational therapists. Conclusion: OSCEs play an important role in forming students' identities as clinicians in the making, supporting their continued use for formative assessment in MScOT programs. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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