Moving the Classroom to the Clinic: The Experiences of Occupational Therapy Students During a “Living Lab”

Abstract

This paper describes an experiential learning lab which emerged from designing a "living lab" that was embedded into an intervention course. The lab resulted in a teaching-learning experience that provided students with consistent opportunity to engage in clinical application of theory with feedback from peers and professionals. Results of a qualitative program evaluation indicated that this experience had a positive effect on the professional growth and development of the students and increased their ability to apply clinical reasoning skills. It also provided the students with the opportunity to examine their emotions and their change of emotions over time as they were presented with clinical challenges. A surprise outcome identified by the students was their clarity and understanding about disability. Recommendations for future community experiences for occupational therapy students as well as suggestions for program evaluation of such experiences are provided.

Student Perceptions of Non-traditional Level I Fieldwork

“…Consistent with earlier findings, students valued non-traditional Level I fieldwork within a community context as helpful for developing professional reasoning skills (Bazyk et al, 2010;Benson & Witchger Hansen, 2007;Coker, 2010;Knecht-Sabres, 2010;Vroman et al, 2010). Students appreciated reflective journaling and in-class problem solving activities as helpful to their development of critical thinking (Facione & Facione, 2008).…”

“…Benefits of non-traditional Level I fieldwork, experiential, and service learning experiences include the following: (a) improvements in personal and professional development (Benson & Witchger Hansen, 2007;Knecht-Sabres, 2010); (b) understanding the value of occupation and application to practice (Bazyk, Glorioso, Gordon, Haines, & Percaciante, 2010;Vroman, Simmons, & Knight, 2010); (c) development of professional reasoning (Bazyk et al, 2010;Benson & Witchger Hansen, 2007;Coker, 2010;Knecht-Sabres, 2010;Vroman et al, 2010); (d) application of theory and course content to practice (Coker, 2010;Knecht-Sabres, 2010;Vroman et al, 2010;); and (e) cultural competency (Bazyk et al, 2010). Challenges of Level I nontraditional placements are infrequently identified; however, Knecht-Sabres (2010) discussed logistical issues as a challenge for non-traditional placements.…”

“…Strategies utilized included reflection both through discussion and writing (Bazyk et al, 2010;Benson & Witchger Hansen, 2007;Coker, 2010;Knecht-Sabres, 2010;Vroman et al, 2010) and peer support (Knecht-Sabres, 2010;Vroman et al, 2010).…”

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

“…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).…”