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The purpose of this study was to explore the ways in which a student centered video assignment enhanced student learning about developing and teaching a health education plan designed to address a complex public health problem. The objectives of the assignment included (1) to explore a complex public health problem, (2) practice developing a corresponding health education plan, and (3) develop and fully execute a multimedia video to deliver high impact health education and or promotion to a diverse audience. The assignment referred to as the student centered video assignment was developed and piloted at Grand Valley State University and included students participating in a 200 level undergraduate introductory public health course. Students working in groups of 3, worked through the project in multiple phases with corresponding elements: problem identification, problem solving, plan development and the creation of the video, which included four primary elements: Dig Deeper, Think, Discuss, and Watch. Upon completion of the video, students were asked to voluntarily complete a 10-question survey about the benefits of learning through a video creation assignment. A total of 15 students completed the survey with the majority either strongly agreeing or agreeing that the video assignment enhanced learning. Survey results suggest that the assignment is beneficial and favored over other assignment types. Additionally, students reported that the project was beneficial in learning the concepts and competencies associated with public health education. Finally, students indicated that the creation of videos as a means to explore and apply course concepts was favored as an assignment format in future coursework. Instructor assessment of learning outcomes occurred through ongoing grading of and feedback on the project elements. The findings reveal that students enjoyed the opportunity to engage in real world problem solving, gained insight, perspective and scope through group discussion and collaboration, and felt that they learned new skills in created the video.

This study sought to explore the effectiveness of annotated video technology for providing feedback to occupational therapy students learning transfers, range of motion and manual muscle testing. Fifty-seven first-year occupational therapy students were split into two groups. One received annotated video feedback during a transfer lab and traditional feedback during an upper extremity assessment lab. The second group received the opposite forms of feedback during the same labs. Students completed an online survey regarding their perceptions of learning based on the type of feedback received, including both numerical and open-ended questions. Students receiving annotated feedback scored significantly higher on the transfer practical. There was no statistically significant difference in the outcomes of the upper extremity practical. Annotated video feedback appears to significantly improve student learning when video content and feedback matches the skill to be assessed. Despite these findings, students have mixed perceptions of this form of feedback.

Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. This study explored use of three-dimensional (3D)-printed models as teaching tools in OT practice to increase understanding of spatial concepts such as severe weather patterns in people who are blind or visually impaired. Data were collected with an 11-item survey. All 20 participants (100%) reported that 3D models increased understanding of severe weather patterns. This proposal demonstrates how OTs can use 3D printing to design and manufacture individualized educational tools. Primary Author and Speaker: Jennifer Fortuna Additional Authors and Speakers: Julia Vandermolen