A Student-Centred Approach to Undergraduate Course Design in Occupational Therapy

Autor/inn/en	Pazell, Sara; Hamilton, Anita
Titel	A Student-Centred Approach to Undergraduate Course Design in Occupational Therapy
Quelle	In: Higher Education Research and Development, 40 (2021) 7, S.1497-1514 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pazell, Sara) ORCID (Hamilton, Anita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1818697
Schlagwörter	Student Centered Learning; Undergraduate Students; Occupational Therapy; Curriculum Development; Experiential Learning; Student Satisfaction; Student Role; Task Analysis; Role Playing; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Beschäftigungstherapie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Experiental learning; Erfahrungsorientiertes Lernen; Aufgabenanalyse; Rollenspiel; Ausland; Australien
Abstract	Undergraduate education is competitive. User experience is important to course design because it can improve user-satisfaction and learning. Action research methodology was used in our practice-oriented case study about the application of human-factors methods to re-design an undergraduate second-year occupational therapy course. A cognitive task analysis provided an empirical method to develop this framework. A mixed-method quality improvement process was undertaken. This was influenced by grounded theory to consider the experiences of the students and teaching staff. The methods included past curriculum review; cognitive task analysis; and seeking feedback from subject matter experts, including a student focus group. Six student roles were identified for this course: a generalist student, a mock client, a mock therapist, an evaluator of standardised assessment tools, a clinical documenter, and a case conference presenter. The student roles were detailed per nine cognitive components: knowledge, skills, abilities, tactics, decision-making, situation awareness, heuristics, interpersonal skills, and intrapersonal skills. Ninety-one elements that could influence performance were identified by this dissection. A student-centred approach to course design provided an empirically sound and practical method to determine important aspects: the student experience and role demands, effective instructional aids and teaching practices, and assessment to support role competence. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01