Computer-Assisted Instruction in Occupational Therapy Education

McNurlen, Gayle; Gilkeson, Grace E.; Drake, Christopher S.

doi:10.5014/ajot.50.10.890

Cited by 2 publications

(2 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Simulations in the health professions that incorporate interactive video enable the detailed, visual presentation of common clinical diagnoses, make available on a dependable basis the less frequently encountered clinical conditions, and can demonstrate appropriate decision-making approaches to clinical problems (Schwartz, 1989). Over the past 15 years there has been a slow appearance of reports documenting the effects of interactive video experiences among occupational therapy students (Croninger, Tumiel, & Sowa, 1995;Farrow & Sims, 1987;McNurlen, Gilkeson, & Drake, 1996;Tomlin, 1996), but none of the studies included an investigation of the measurement characteristics of the program as a decision-making assessment instrument.…”

mentioning

confidence: 99%

The Use of Interactive Video Client Simulation Scores To Predict Clinical Performance of Occupational Therapy Students

Tomlin

2005

The American Journal of Occupational Therapy

View full text Add to dashboard Cite

show abstract

mentioning

confidence: 99%

The Use of Interactive Video Client Simulation Scores To Predict Clinical Performance of Occupational Therapy Students

Tomlin

2005

The American Journal of Occupational Therapy

View full text Add to dashboard Cite

show abstract

“…Increasingly, physical and occupational therapists find the need for technology skills in daily application of their professional knowledge (Agho & Williams, 1995;Hammel & Smith, 1993;Kanny & Anson, 1998;McNurlen, Gilkeson, & Drake, 1996;Williams, Agho, & Holm, 1996;Williams, Agho, & McCloy, 1996). Computers have been used as adjuncts to the traditional education model.…”

Section: Concept Mappingmentioning

confidence: 99%

Effects of concept mapping on learning anatomy and transfer of anatomy knowledge to kinesiology in health sciences students

Huber¹

View full text Add to dashboard Cite

The purpose of this study was to determine the effects of concept mapping on academic achievement in anatomy and transfer of anatomy knowledge to kinesiology and to describe the participants' experience with this new study strategy. Methods: Thirtyeight junior physical therapy and occupational therapy students volunteered to participate in this study in the fall of 2000. Thirty students matriculated into the spring semester and completed the study. All participants signed informed consents. Participants were randomly assigned to a control group or concept mapping group. The concept mappers were instructed with concept mapping. Members of the concept mapping group were given a copy of Inspiration  software to install on their home computers for participating in the study. Control group members received $30 for participating in the study. Concept mappers were required to submit weekly concept maps for seven weeks in the fall semester. No concept maps were required in the spring semester. All participants maintained a record of the time and method for studying for anatomy in the fall and kinesiology in the spring. Participants were tested prior to instruction and immediately after in anatomy on upper extremity topics. A Learning Styles and Study Strategy Inventory (LASSI) was also collected at the start of the study, at the start of the spring semester and upon completion of the study in the midterm of the spring semester. The participants were tested on kinesiology knowledge pre and post classroom instruction. Grades for the anatomy and kinesiology courses were also collected. Results: No statistically significant differences (p < .05) were found between groups on measures of anatomy knowledge, kinesiology knowledge or LASSI. Significant correlations (p < .01) were found between anatomy course grade average and kinesiology course grade average (r = .547). Qualitative findings revealed differences in acceptance of concept mapping as a new strategy depending on the participants' overall metacognitive approach to learning. Conclusions: Concept mapping in anatomy did not improve scores of academic performance for anatomy or kinesiology. However, the intent of the student to use the concept mapping strategy as a rote learning method may have influenced the results.The effectiveness of concept mapping as a learning strategy may depend on metacognitive level of the student using the technique.

show abstract

Computer-Assisted Instruction in Occupational Therapy Education

Cited by 2 publications

References 6 publications

The Use of Interactive Video Client Simulation Scores To Predict Clinical Performance of Occupational Therapy Students

The Use of Interactive Video Client Simulation Scores To Predict Clinical Performance of Occupational Therapy Students

Effects of concept mapping on learning anatomy and transfer of anatomy knowledge to kinesiology in health sciences students

Contact Info

Product

Resources

About