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Washington English posted an update 6 months, 1 week ago
Challenged to teach increasingly complex content to students, occupational therapy educators need effective instructional approaches. The explosion of multimedia and digital resources in college classrooms suggests that solutions to teaching complicated concepts should leverage educational technology. The multimedia principle of pretraining offers one technique for enriching instruction. The principle of pretraining specifies that learning is more effective when the names and characteristics of main terms are introduced before detailed concepts are presented.
To compare the efficacy of three approaches to pretraining for increasing student mastery of complex health care content.
Pretest, posttest, delayed posttest (after 2 wk).
University.
First-year occupational therapy students (N = 145) at three West Coast universities.
One of three 12-min video interventions was administered to participants traditional enhanced pretraining, static concept map pretraining, or animated concept map pretraining. A introduces new terminology to the learner while simultaneously providing an overview of a topic. selleck inhibitor Then, when more complex concepts are introduced, exposure to the topic and prior knowledge have already been primed, thus increasing learning potential.
As occupational therapy educators are charged with teaching ever more complex content augmented by the use of educational technology, finding practical strategies to enhance student learning is key. Pretraining using a static (one-page or one-screen) concept map introduces new terminology to the learner while simultaneously providing an overview of a topic. Then, when more complex concepts are introduced, exposure to the topic and prior knowledge have already been primed, thus increasing learning potential.
No study has directly investigated which variables are associated with the shift of responsibility for managing daily tasks from parent to child in the transition to adulthood.
To examine characteristics associated with responsibility for managing daily life tasks in youth with and without disabilities.
A secondary data analysis of parent-report data on typically developing (TD) youth and youth with disabilities.
An online panel that has regularly participated in online surveys.
A nationally representative sample of 2,205 TD U.S. children and youth, ages 0 to 20 yr, 11 mo (about 100 children per age year) and a sample of 617 children and youth with disabilities, ages 0 to 20 yr, 11 mo.
The dependent variable was the Responsibility domain scaled score (from the Pediatric Evaluation of Disability Inventory-Computer Adaptive Test), which reflects the extent to which responsibility for daily tasks has shifted from parent to youth.
Youth with higher levels of responsibility were older in age, reported to be more focused, and youngest in birth order (TD, R
= .79; disability, R
= .35). Youth with developmental delay, intellectual disability, autism spectrum disorder, or orthopedic or movement impairments had assumed less responsibility.
Other personal characteristics in addition to disability may have important influences on parents’ decision making as they prepare their children to manage daily life tasks.
Clinicians who work with adolescents in the process of transition to adulthood need to consider the potential influence of the personal characteristics, such as birth order and child temperament, on preparation for adulthood.
Clinicians who work with adolescents in the process of transition to adulthood need to consider the potential influence of the personal characteristics, such as birth order and child temperament, on preparation for adulthood.
Professionalism is a core attribute for competent occupational therapists, but teaching professionalism to students is challenging for educators.
To investigate whether students can expand their understanding of professionalism by engaging with international role models.
Pretest-posttest.
One academic institution in Hong Kong.
First-year students (N = 102) enrolled in an introductory occupational therapy course.
An international role-modeling pedagogy was informally embedded into a course curriculum. Students were divided into 16 groups and collaboratively interviewed eight role models (academic theory or practice model developers) to understand their inspiration and ideas about occupational therapy competence.
In addition to pre- and postclass surveys, students completed individual self-reflection reports as a course assignment. A postsemester focus group was also held.
Sixty-three students completed the surveys, and 5 attended the focus group. The students showed significant improvements in their understanding of professionalism after the course (Wilcoxon signed rank Zs = 5.671-6.766, p < .001). Interviewing the role models enabled the students to become more aware of intrinsic aspects of professionalism. Major themes in the student focus group included gaining a better understanding of professionalism and committing to personal change. Some implementation challenges were also experienced.
International experts (theory or practice model developers) can be integrated into occupational therapy curricula as role models to enhance the teaching of professionalism to students.
Interviewing international role models who have developed theories or practice models can enhance student learning in the area of professionalism and complement traditional approaches to clinical education.
Interviewing international role models who have developed theories or practice models can enhance student learning in the area of professionalism and complement traditional approaches to clinical education.
Identifying cognitive or physical limitations that contribute to difficulties in instrumental activities of daily living (IADLs) is critical for adequate intervention with community-dwelling older adults with cognitive decline.
To establish the validity and responsiveness of an IADL scale based on the International Classification of Functioning, Disability and Health (the ICF-IADL) with respect to both cognitive and physical limitations.
Cross-sectional study.
Multiple community care and senior centers.
Eighty-two older adults.
Combination of physical exercise and cognitive training.
Five criterion measures-Lawton IADL Scale, Montreal Cognitive Assessment (MoCA), Digit Symbol Substitution Test (DSS), Word Lists Test (WLT), and Timed Up and Go Test (TUG).
The ICF-IADL’s three summary scales-Disability Index (DI), Cognitive Disability Index (CDI), and Physical Disability Index (PDI)-had good concurrent validity with the Lawton IADL Scale. The DI and CDI had moderate to good associations with the MoCA.
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