The results suggest that a short, but intensive PBL course in the senior year of an occupational therapy curriculum can significantly facilitate the development of students' clinical reasoning skills.

SUMMARY Occupational therapy students often experience high levels of anxiety about transitioning from the academic student role to the fieldwork student role. The separation from their classmates and the geographical relocation may isolate some students. Additionally, the quality and quantity of on-site supports available to individual students vary with each placement. A web-based resource was designed to assist occupational therapy students from the University of South Alabama with the transition from student role in an academic environment to level II fieldwork in off-campus work environments. Participation was voluntary and no grades were assigned. Students were invited to participate as needed with their classmates for support and information sharing. Resources were provided asynchronously so students could access them whenever and wherever they could gain access to the Internet. Quantitative and qualitative analysis of the data was conducted. Data analysis included frequency of web-based communication, analysis of emerging themes based on the communication, outcome of student fieldwork performance, and students' perceptions based on their participation. The information gained during this exploratory study could be useful to other faculty in developing similar web-based resources to promote student success. Additionally, the technology skills gained by the students are hoped to improve their confidence to participate in web-based professional list serves and distance education opportunities in the future.

Occupational therapy students often experience high levels of anxiety about transitioning from the academic student role to the fieldwork student role. The separation from their classmates and the geographical relocation may isolate some students. Additionally, the quality and quantity of on-site supports available to individual students vary with each placement.A web-based resource was designed to assist occupational therapy students from the University of South Alabama with the transition from student role in an academic environment to level II fieldwork in off-campus work environments. Participation was voluntary and no grades were assigned. Students were invited to participate as needed with their classmates for support and information sharing. Resources were provided asynchronously so students could access them whenever and wherever they could gain access to the Internet.Quantitative and qualitative analysis of the data was conducted. Data analysis included frequency of web-based communication, analysis of emerging themes based on the communication, outcome of student Donna Wooster is Assistant Professor at

SUMMARY WebQuests are an innovative teaching activity that promotes students to actively engage in their learning and work cooperatively in small groups. WebQuests have been widely used in K-12 environments in a variety of subjects and are gaining respect in universities. This paper will briefly describe the basic concept of a WebQuest and provide two examples of WebQuests developed for use in an occupational therapy curriculum.

Date Presented 03/27/20 Graduate students from diverse disciplines participated in an online course to prepare professionals to serve individuals with ASD. Three years of data revealed measurable gains in interprofessional competencies, including values and ethics, roles and responsibilities, communication, and teamwork. ASD knowledge achievements were assessed quantitatively and qualitatively. The presenters are committed to overcoming interprofessional education barriers and to advancing interprofessional, team-based best practice. Primary Author and Speaker: Donna Wooster Contributing Authors: Brenda Beverly