Practice Education in Lockdown: Lessons Learned During the COVID-19 Global Pandemic

Robinson, Luke; Brown, Ted; Fossey, Ellie; Yu, Mong-Lin; Barclay, Linda; Chu, Eli; Peart, Annette; Callaway, Elizabeth

doi:10.1007/978-981-13-6106-7_138-1

Cited by 2 publications

(3 citation statements)

References 32 publications

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“…As lockdown strategies were put in place to respond to COVID‐19, health professionals, including occupational therapists, had to rapidly adapt service delivery to telehealth and digital platforms (Robinson et al, 2021 ). While perceived as limiting some opportunities, practice educators in our study used digital and telehealth platforms to their advantage by using technology creatively, including giving students feedback in almost ‘real‐time.’ Our findings align with Twogood et al ( 2020 ) who reported on a physiotherapy student virtual clinic model developed in response to COVID‐19 restrictions.…”

Section: Discussionmentioning

confidence: 99%

“…In particular, Twogood et al ( 2020 ) found that in the absence of students practising their hands‐on skills and educators attempting to create an artificial environment for this, educators focused on the development of skills not previously included in practice education such as the delivery of virtual rehabilitation (also referred to telerehabilitation or teletherapy). This has not been reported specifically for occupational therapy practice education contexts, nor across a broad range of settings, yet some promising digital approaches are emerging (Robinson et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…As lockdown strategies were put in place to respond to COVID-19, health professionals, including occupational therapists, had to rapidly adapt service delivery to telehealth and digital platforms (Robinson et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

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‘It became quite a complex dynamic’: The experiences of occupational therapy practice educators' move to digital platforms during the COVID‐19 pandemic

Peart

Wells

et al. 2021

Aus Occup Therapy J

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Introduction The rapid shift to digital platforms during the COVID‐19 pandemic enabled occupational therapy practice education to continue while creating unique learning opportunities for students in an environment of high demand for practice education providers. How occupational therapy practice educators experienced fieldwork supervision during this rapid redesign of service delivery is not widely understood. This study aimed to explore the experiences of practice educators who supervised occupational therapy students during the COVID‐19 pandemic in Australia. Methods Fifteen occupational therapy practice educators participated in focus groups and individual semi‐structured interviews. Reflexive thematic analysis was used to understand the experiences of the participants and explore the barriers and facilitators to providing practice education in this context. Findings The experiences of the occupational therapy practice educators were interpreted into three themes: (1) Opportunities lost and then created (as two subthemes); (2) The relationship between the student and practice educator (comprising subthemes of practicing self‐care and connection and support); and (3) Signing‐off of students' competencies . While digital platforms were initially viewed as limiting, they also were used to create new opportunities for student learning. Participants spoke of being mindful of their and students' wellbeing and finding ways to provide connection and support. Participants were challenged by the need to adapt how they evaluated students in the context of a pandemic. Conclusion The findings of this study highlight the complexities of occupational therapy practice education in the rapidly shifting context of the COVID‐19 pandemic in Australia. The outcomes highlight the importance of creating new ways of using digital platforms during practice education while focussing on the relationships with students.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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‘It became quite a complex dynamic’: The experiences of occupational therapy practice educators' move to digital platforms during the COVID‐19 pandemic

Peart

Wells

et al. 2021

Aus Occup Therapy J

Self Cite

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Online learning during the Covid-19 pandemic: the experiences and perceptions of undergraduate occupational therapy students at two Australian universities

Brown

Robinson

Gledhill

et al. 2021

International Journal of Health Professions

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Purpose To investigate if first-year occupational therapy students who have had no on-campus, face-to-face learning experiences differed from second-, third- and fourth-year students in their perceptions and experiences of online learning during the Covid-19 pandemic. Methods One hundred and fifty-one occupational therapy undergraduate students (80.8% female; 66.2% 20–24 old) completed the Student Engagement in the e-Learning Environment Scale (SELES) and the Distance Education Learning Environment Scale (DELES). Analysis of variance (ANOVA) with bootstrapping was completed to examine the differences between first-year and senior students’ perceptions and experiences of online learning. Results Significant differences were observed across several SELES and DELES scales: peer collaboration (SELES) (p = .001), interactions with instructors (SELES) (p = .026), student interaction and collaboration (DELES) (p = .003), authentic learning (DELES) (p = .026) and active learning (DELES) (p = .013). Conclusion The findings demonstrate significant differences in first-year and senior students’ perceptions and experiences of online learning during the Covid-19 pandemic. The outcomes highlight the importance of facilitating collaborative and active engagement for all students by implementing academic, technological and social support measures within occupational therapy curricula.

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Practice Education in Lockdown: Lessons Learned During the COVID-19 Global Pandemic

Cited by 2 publications

References 32 publications

‘It became quite a complex dynamic’: The experiences of occupational therapy practice educators' move to digital platforms during the COVID‐19 pandemic

‘It became quite a complex dynamic’: The experiences of occupational therapy practice educators' move to digital platforms during the COVID‐19 pandemic

Online learning during the Covid-19 pandemic: the experiences and perceptions of undergraduate occupational therapy students at two Australian universities

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