Evaluation of a Coaching Experiential Learning Project on OT Student Abilities and Perceptions

Abstract

Innovative teaching methods to address emerging practice needs are critical components of effective occupational therapy education. Experiential learning strategies can enhance skill development and translation of knowledge into OT clinical practice. In addition, skills such as coaching may provide important links to health promotion practices. Thirty-two occupational therapy students took part in an experiential project to connect occupational engagement and health for a community of older adults. A pretest/posttest design was used to evaluate program outcomes in student perceived abilities, and narrative reflection papers provided postexperience qualitative information. The students improved in all 10 areas of abilities selfassessment with mean total scores from pretest (M = 42) improving significantly at posttest (M = 58). Themes from reflection papers indicated a positive response to experiential learning and a desire for more opportunities to prepare for clinical practice, including the use of interprofessional training. The students improved in their abilities to use coaching and health promotion strategies through the use of experiential learning methods. Outcomes suggest that experiential learning opportunities are an effective way to enhance student competencies in coaching, improve readiness for wellness programming, and increase student confidence in application of skills in future clinical practice.

On-Campus Occupational Therapy Clinic Enhances Student Professional Development and Understanding

“…Occupational therapy curricula include experiential learning with clients for hands-on practice to bridge the gap between theory and clinical skills and to allow students to get an understanding of clients earlier in the program (Benson, Provident, & Szucs, 2013;Coker, 2010;Goldbach & Stella, 2017;Knecht-Sabres, 2013;Phillips, 2017). Many of these experientials are established in addition to the required Level I fieldwork experiences and involve actual clients that occur within the campus setting or in partnership with a community site.…”

“…Many of these experientials are established in addition to the required Level I fieldwork experiences and involve actual clients that occur within the campus setting or in partnership with a community site. Four studies used community settings to carry out the courses (Benson, Provident, & Szucs, 2013;Falk-Kessler, Benson, & Witchger Hansen, 2007;Knecht-Sabres, 2013;Phillips, 2017), one study used an on-campus clinic (Goldbach & Stella, 2017), and one did not identify whether the experiential occurred on-campus or in the community (Coker, 2010). All studies had faculty responsible for setting up the client sessions, administering day-to-day operations of the experience, and providing direct supervision and teaching of students.…”

“…All studies had faculty responsible for setting up the client sessions, administering day-to-day operations of the experience, and providing direct supervision and teaching of students. Three components were identified as relevant to the planning and implementation of occupational therapy experientials with clients: reflection, student-faculty relationship, role of the faculty, and barriers (Benson et al, 2013;Coker, 2010;Falk-Kessler et al, 2007;Goldbach & Stella, 2017;Knecht-Sabres, 2013;Phillips, 2017).…”

“…Assessing assumptions is an essential component of experiential clinics for occupational therapy students with evidence supporting reflection as an effective tool for professional growth (Benson et al, 2013;Coker, 2010;Falk-Kessler et al, 2007;Goldbach & Stella, 2017;Knecht-Sabres, 2013;Phillips, 2017). In experiential learning, the reflection process serves several purposes to facilitate adult learning by internalizing learning (Kolb & Kolb, 2005).…”

“…Students are able to implement necessary changes based on their personal findings and feedback from the faculty, thus enhancing their application of clinical reasoning and techniques (Lee, 2007). Reflection in occupational therapy experientials with clients included one-on-one consultation and small and large group discussion with students and faculty as well as independent journaling that enabled student self-reflection (Benson et al, 2013;Falk-Kessler et al, 2007;Goldbach & Stella, 2017;Knecht-Sabres, 2007;Phillips, 2017). A student's ability to use reflection improved in several studies as reported by students being able to implement change in clinical reasoning and during actual intervention sessions (Benson et al, 2013;Coker, 2010;Goldbach & Stella, 2017;Knecht-Sabres, 2007).…”