Effectiveness of Instructor-Led Discussion versus Simulation to Prepare Students for Fieldwork
Occupational therapy students do not always feel prepared to start fieldwork. The study purposes were to 1) measure the effectiveness of refresher sessions on students’ perceived self-efficacy, knowledge, and skills related to fieldwork preparedness and 2) determine whether using simulation with sta...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Eastern Kentucky University
2020-11-01
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| Series: | Journal of Occupational Therapy Education |
| Subjects: |
| _version_ | 1819298589765009408 |
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| author | Elena W. Espiritu Thu M Can Natalie N. Michaels Allison Koch Beth F. Hallmark |
| author_facet | Elena W. Espiritu Thu M Can Natalie N. Michaels Allison Koch Beth F. Hallmark |
| author_sort | Elena W. Espiritu |
| collection | DOAJ |
| description | Occupational therapy students do not always feel prepared to start fieldwork. The study purposes were to 1) measure the effectiveness of refresher sessions on students’ perceived self-efficacy, knowledge, and skills related to fieldwork preparedness and 2) determine whether using simulation with standardized patients (SPs) was more effective than a discussion-based format. The participants (N=34) were entry-level occupational therapy doctoral (OTD) students. Four students acted as a control group while the remaining 30 students were randomly assigned to experimental groups (discussion or simulation). Outcome measures included a readiness for fieldwork survey (quantitative self-reported ratings and qualitative questions), a knowledge-based exam, and a competency evaluation. The experimental groups’ total mean differences were greater than the control group, although these were not statistically significant (<em>p</em> = .551). However, there were statistically significant differences between the groups for two survey items (<em>p </em>= .010; <em>p </em>= .045). There were also statistically significant differences for within-group measures for each experimental group related to self-efficacy (simulation group, <em>p </em>= .006; discussion group, <em>p </em>= .001), but not for the control group. This suggests that both discussion and simulation were effective in increasing student fieldwork readiness. The qualitative data provided additional insight into student perceptions about fieldwork, patient interactions, and level of confidence. Study findings supported the implementation of refresher sessions and demonstrated that using either discussion or simulation were effective options. Further research examining specific strategies for both interventions and combining the two for optimal student preparation would be beneficial. |
| first_indexed | 2024-12-24T05:32:18Z |
| format | Article |
| id | doaj.art-f7d0be7c0f6844058396e4727ab896c1 |
| institution | Directory Open Access Journal |
| issn | 2573-1378 |
| language | English |
| last_indexed | 2024-12-24T05:32:18Z |
| publishDate | 2020-11-01 |
| publisher | Eastern Kentucky University |
| record_format | Article |
| series | Journal of Occupational Therapy Education |
| spelling | doaj.art-f7d0be7c0f6844058396e4727ab896c12022-12-21T17:13:08ZengEastern Kentucky UniversityJournal of Occupational Therapy Education2573-13782020-11-014410.26681/jote.2020.040407Effectiveness of Instructor-Led Discussion versus Simulation to Prepare Students for FieldworkElena W. Espiritu0Thu M Can1Natalie N. Michaels2Allison Koch3Beth F. Hallmark4Belmont UniversityVanderbilt University Medical CenterBelmont UniversityBelmont UniversityBelmont UniversityOccupational therapy students do not always feel prepared to start fieldwork. The study purposes were to 1) measure the effectiveness of refresher sessions on students’ perceived self-efficacy, knowledge, and skills related to fieldwork preparedness and 2) determine whether using simulation with standardized patients (SPs) was more effective than a discussion-based format. The participants (N=34) were entry-level occupational therapy doctoral (OTD) students. Four students acted as a control group while the remaining 30 students were randomly assigned to experimental groups (discussion or simulation). Outcome measures included a readiness for fieldwork survey (quantitative self-reported ratings and qualitative questions), a knowledge-based exam, and a competency evaluation. The experimental groups’ total mean differences were greater than the control group, although these were not statistically significant (<em>p</em> = .551). However, there were statistically significant differences between the groups for two survey items (<em>p </em>= .010; <em>p </em>= .045). There were also statistically significant differences for within-group measures for each experimental group related to self-efficacy (simulation group, <em>p </em>= .006; discussion group, <em>p </em>= .001), but not for the control group. This suggests that both discussion and simulation were effective in increasing student fieldwork readiness. The qualitative data provided additional insight into student perceptions about fieldwork, patient interactions, and level of confidence. Study findings supported the implementation of refresher sessions and demonstrated that using either discussion or simulation were effective options. Further research examining specific strategies for both interventions and combining the two for optimal student preparation would be beneficial.experiential learning educationoccupational therapystudentstandardized patientsimulation |
| spellingShingle | Elena W. Espiritu Thu M Can Natalie N. Michaels Allison Koch Beth F. Hallmark Effectiveness of Instructor-Led Discussion versus Simulation to Prepare Students for Fieldwork Journal of Occupational Therapy Education experiential learning education occupational therapy student standardized patient simulation |
| title | Effectiveness of Instructor-Led Discussion versus Simulation to Prepare Students for Fieldwork |
| title_full | Effectiveness of Instructor-Led Discussion versus Simulation to Prepare Students for Fieldwork |
| title_fullStr | Effectiveness of Instructor-Led Discussion versus Simulation to Prepare Students for Fieldwork |
| title_full_unstemmed | Effectiveness of Instructor-Led Discussion versus Simulation to Prepare Students for Fieldwork |
| title_short | Effectiveness of Instructor-Led Discussion versus Simulation to Prepare Students for Fieldwork |
| title_sort | effectiveness of instructor led discussion versus simulation to prepare students for fieldwork |
| topic | experiential learning education occupational therapy student standardized patient simulation |
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