BACKGROUND. Student role performance for academic success in secondary education is under represented in the occupational therapy literature, despite the persistently high dropout rate in the United States (Stillwell & Sable, 2013). Executive dysfunction is one of many possible contributors to difficulties in the classroom (Dirette & Kolak, 2004) and is a better indicator of school performance than IQ (Diamond, 2012). This research examined executive functioning of both alternative and traditional high school students to determine if there is a relationship between executive function and academic success as measured by cumulative grade point average.
Curriculum design is a complex task. One tool used in the design process is curriculum mapping. A mandated transition from a quarter to a semester academic calendar, alongside preparation of accreditation self-study materials, provided an opportunity for faculty teaching in an entry-level occupational therapy program to review the underlying basis of the curriculum. Two taxonomies of learning (Bloom's cognitive domain and Fink's taxonomy of significant learning experiences) were used to examine existing courses and to consider how learning outcomes and experiences varied over the sequence of courses in the curriculum. This led to the creation of a series of course maps that have been useful in informing current curriculum design and guiding future work. In this article, the authors describe the context under which this review took place, briefly review the pertinent literature relating to curriculum design and mapping in occupational therapy education, discuss the mapping process, and provide examples of course maps. The authors reflect on the process and plans for using what was learned in future curricular design projects.
Study Objectives: Oral health professionals (OHPs) have a unique opportunity to screen for obstructive sleep apnea (OSA) but receive limited education about OSA. This study determined whether an online educational intervention could significantly increase the knowledge of information relevant to OSA screening in individuals studying dental hygiene (DH). 1 Methods: A 17-question, comprehension-based pretest and posttest assessed OSA knowledge. The convenience sample consisted of students enrolled in the first year of the DH program at Eastern Washington University in 2017. Participants completed the pretest, viewed the OSA educational video, completed a posttest, and then completed a second posttest 2 weeks following completion of the educational module. Pretest and first posttest answers were compared to determine a change in knowledge. First posttest and second posttest answers were compared to evaluate knowledge retention. 1 Results: Thirty-three participants completed the pretest and posttest, and 28 (85%) completed the second posttest. Participants had a significant improvement in first posttest scores (p < .001, t(33) = 9.836) and second posttest scores (p < .001, t(28) = 5.653) compared to pretest scores. Following completion of the online educational module, all participants (n=33) indicated they believed screening for OSA was important, and 76% of participants (n=25) indicated they were likely or very likely to evaluate adult patients for OSA. 1 Conclusions: An online OSA educational module is an effective educational strategy to increase students' knowledge of OSA.
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