The purpose of this mixed method, descriptive case study was to determine whether the use of pre-recorded instructor-made videos (PRIMVs) in a kinesiology course, along with curricular design changes, facilitated increased conceptual and practical student learning. The study examined three student cohorts in one occupational therapy program. Two of the student cohorts had unrestricted access to the PRIMVs designed to support student learning of bone and muscle palpation and joint actions. Students from the two cohorts completed a survey about their experience of having access to the videos. Exam data from the student cohorts who had access to the videos was compared to exam data from an earlier cohort who had not been exposed to the videos. While no significant differences in the lab exam grades were noted, quantitative and qualitative data collected from the surveys revealed that students perceived that their overall course grade was higher and they were better prepared for clinical fieldwork as a result of having access to the videos. This study adds to the growing body of evidence that supports video technology as a supplemental learning tool in occupational therapy education.

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Models of practice and theoretical frameworks that seek to deemphasize impairment and focus on the implications of societal attitudes, norms, and culture are significant and relevant to the practice of occupational therapy. As an underpinning of client-centered practice, there is a need to highlight and embrace the intersection of impairment-deemphasizing theories and move from conceptual understanding to true application of those theoretical models in practice. This article describes the inclusion of the Salamander Workshop; an experiential learning activity designed to facilitate the development of students’ therapeutic self-awareness and initiate a starting point for incorporating social frameworks into authentic practice. Student reflections conceptualize the discussion about professional growth and development against the backdrop of disability experiences, social change, and empowerment. The article begins with an introduction to how the profession of occupational therapy and disability studies interconnect. This is followed by a description of both the occupational therapy education program where the experiential learning activity took place, and details of the workshop itself. The final two sections of the article articulate and discuss student reflections of the experiential learning exercise and conclude by framing the discussion within the larger context of occupational therapy pedagogy. The Salamander Workshop facilitated an opportunity for students to immerse themselves in the lived experience of others, while enhancing their own self-awareness, which in turn may translate to their growth and development as inclusive practitioners.

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Date Presented 03/28/20 This study examined how OT practitioners prepare for the role of fieldwork educator. Supports to facilitate the role and barriers to the utilization of fieldwork education tools were identified. Comparison of practice settings noted statistically significant differences. The results of this study will serve to inform the process by which OT practitioners engage in professional learning to support their competency as fieldwork educators. Primary Author and Speaker: Pamela Karp Additional Authors and Speakers: Kelly Lavin, Tara Collins