Action learning: facilitating real change for part-time occupational therapy students

Abstract

This study explored the use of action learning with first-year part-time occupational therapy students. The aims were: (1) to identify the issues raised by students relating to their needs on the course and any changes they made; (2) to explore the influence of action learning in facilitating change. It was also hoped that through action learning students could rehearse appropriate professional skills. Fifteen students in two action learning sets with a known tutor as facilitator met for 10 weekly one-hour sets. Action research was used with methods including a pre-questionnaire to capture initial thoughts of students; participant observation yielding fieldnotes; reflective diaries; students' written feedback and a final group interview. Inductive analysis was used to identify emerging themes. A range of personal, professional and academic issues were identified and some students reported changes across these domains. The use of new ways of learning and the use of peer support offered by action learning seemed to facilitate these changes in students. Changes in key professional skills such as communication and group skills were also noted. Challenges which acted against change were lack of need for peer support and lack of a deep understanding of group work processes. The need for integration of action learning into the wider curriculum was indicated.

Auditing an organization's interprofessional learning and interprofessional practice: The interprofessional praxis audit framework (IPAF)

“…This suggests that health care is an organizational environment that is potentially highly amenable to exploration and development using an action research methodology. Action research involves collaboration between researchers and participants, in order to enhance, in an iterative cycle of feedback, facets of participants' organizations (Walsh & Fegan, 2007). Exploring IPL and IPP in this way can open a communicative space (Habermas, 1996) in which participants can examine and improve their social circumstances (Badger, 2000;Kemmis & McTaggart, 2005).…”

Teaching Clinical Performance Examination Using Action Learning Techniques

“…액션 러닝의 주요 기술 중 하나가 그룹 활동 및 그룹 내 올바른 의사소통 기술이다. Walsh & Fegan [ 16 ]은 작업치료학과 학생들에게 액션 러닝을 적용하였는데, 학생들의 피드백에서 타인의 말을 잘 듣고 이해하는 능력이 향상되었다고 하였다.…”