Occupational therapy students’ technological skills: Are ‘generation Y’ ready for 21st century practice?

Hills, Caroline; Ryan, Susan; Smith, Derek R.; Warren‐Forward, Helen; Levett‐Jones, Tracy; Lapkin, Samuel

doi:10.1111/1440-1630.12308

Cited by 22 publications

(24 citation statements)

References 41 publications

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“…It is widely accepted that the present generation in universities should be even more characterized as a technologically proficient population than earlier generations and that they are very comfortable with using digital interactive technologies for communication. The use of PCs, tablets and smartphones has become an integral part of learning and everyday life for students (Kirschner and Karpinski 2010;Hills et al 2016); therefore, learners might need more creative, interactive and computer-based Internet linked teaching scenarios, even more so than students from earlier generations.…”

Section: Discussionmentioning

confidence: 99%

Student-focused virtual histology education: Do new scenarios and digital technology matter?

Felszeghy¹,

Pasonen‐Seppänen²,

Koskela³

et al. 2017

MedEdPublish

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Innovative changes have become a critical part of teaching when resources are limited. In this study, we examined whether the studentoriented teaching method, when powered by virtual microscopy, improves histology learning compared to traditional microscope-based studies. Anonymous and voluntary post-course surveys were administered to students and essays were processed for content analysis. Google Analytics was used to obtain accurate Internet usage monitoring for WEBMICROSCOPE®. Using SPSS statistics, the examination scores for 2016 were compared to those of previous year, when the course was taught with a traditional-microscope-based model. The results demonstrated that the new teaching scenario was an effective tool, based on the mean examination scores in 2016 compared to the identical groups in 2015. The survey analysis showed that the students benefited more from using WEBMICROSCOPE® and that they frequently gained access to the Web server when they were not in class. The new scenario helped clarify the concept of histology for most of the students and was generally appreciated during teamwork-based histology classes. Students perceived that the use of the digital technology significantly influenced their confidence in learning the fundamentals of histology. In addition, changing to the new teaching scenario powered by WEBMICROSCOPE® improved the students' motivation to participate in discussions and better understand the concept of Histology between the 2015 and 2016 academic years. Finally, these changes all had a positive impact on the students' attention and satisfaction.

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Section: Discussionmentioning

confidence: 99%

Student-focused virtual histology education: Do new scenarios and digital technology matter?

Felszeghy¹,

Pasonen‐Seppänen²,

Koskela³

et al. 2017

MedEdPublish

View full text Add to dashboard Cite

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“…com/watch?v=zPqeX_xfyZM ; https://www.youtube.com/ watch?v=CcEMTwx5Q6A ) and the development of apps such as CORE HandTM (Pulvertaft, 2014). As recognised previously, Hills et al (2016) argued that despite new generations of OT students being perceived as "techno-savvy" they lacked the confidence and expertise to use technology skills in clinical practice that they had not had chance to experience or develop confidence in during their prior education. The development of these skills as an essential element of pre-registration education and preparation for future employment indicates that more focus on technology related topics would be beneficial within the OT curricula.…”

Section: Relevance Of Digital Capability Within Education and Beyond mentioning

confidence: 91%

“…As stated, this literature review specifically focused on the use of video creation for assessment within Occupational Therapy and Hand Therapy. Within Occupational Therapy, Hills et al (2016) argued that a requisite level of technological skills is essential to be a competent 21st century occupational therapist. Likewise, the relevance of video creation and integration of technology skills within Hand Therapy is evidenced by recent patient information videos made by Occupational Therapy students in the local hand therapy unit (https://www.youtube.…”

Section: Relevance Of Digital Capability Within Education and Beyond mentioning

confidence: 99%

“…The development of these skills as an essential element of pre-registration education and preparation for future employment indicates that more focus on technology related topics would be beneficial within the OT curricula. Hills et al (2016) recommended that students experience the use of technologies in their studies, so they would be better prepared to confidently use a range of technologies integral in clinical practice and for the advancement of profession. Furthermore, they specifically recommended the creative use of assessment items that include media, e.g.…”

Section: Relevance Of Digital Capability Within Education and Beyond mentioning

confidence: 99%

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Student-generated video creation for assessment: can it transform assessment within Higher Education?

Hawley

Allen

2018

International Journal for Transformative Research

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Student-generated video creation assessments are an innovative and emerging form of assessment in higher education. Academic staff may be understandably reluctant to transform assessment practices without robust evidence of the benefits and rationale for doing so and some guidance regarding how to do so successfully. A systematic approach to searching the literature was conducted to identify relevant resources, which generated key documents, authors and internet sources which were thematically analysed. This comprehensive critical synthesis of literature is presented here under the headings of findings from literature, relevance of digital capabilities, understanding the influence of local context and resources, and pedagogical considerations. Student-generated video creation for assessment is shown to have several benefits, notably in supporting development of digital and communication skills relevant to today’s world and in enhancing learning. As an emerging innovation within assessment, intentionally planning and supporting a change management process with both students and staff is required. The importance of alignment to learning outcomes, context and resources, choice of video format to desired skills development, and to relevance beyond graduation is emphasised for video creation in assessment to be used successfully. Video creation for assessment is likely to grow in popularity and it is hoped the evidence of benefits, rationale and guidance as to how to do this effectively presented here will support this transformation. Further research to consider video creation for assessment with individuals rather than collaborative group assessments, and to establish academic rigour and equivalence would be beneficial.

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“…The study by Hills et al . () challenges the premise that Generation Y occupational therapy students are naturally technologically skilled. The findings suggest that there is variability among individuals within Generational Y in the confidence and skills needed to effectively use a range of practice‐based technologies.…”

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confidence: 99%

The technological revolution, occupational therapy practice and research: How are we responding?

Cordier¹

2016

Aus Occup Therapy J

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Occupational therapy students’ technological skills: Are ‘generation Y’ ready for 21st century practice?

Cited by 22 publications

References 41 publications

Student-focused virtual histology education: Do new scenarios and digital technology matter?

Student-focused virtual histology education: Do new scenarios and digital technology matter?

Student-generated video creation for assessment: can it transform assessment within Higher Education?

The technological revolution, occupational therapy practice and research: How are we responding?

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