Biological Sciences in Occupational Therapy Education: A Review Carried Out at One Occupational Therapy School

Abstract

This paper looks at pre-entry examination passes in the biological sciences at '0' and 'A' level and the effect that these have on occupational therapy students' performance in anatomy and physiology in the first year of the course at the Liverpool College of Occupational Therapy. Results suggest that there was no significant relationship between the two in six out of the seven years studied (1977)(1978)(1979)(1980)(1981)(1982)(1983)(1984).

Pre-entry Selection Assessment Results and Final Degree Outcomes of Occupational Therapy Students: Are There Relationships?

“…The results of this study support the OT specific research before it that found no significant correlations between pre-admission qualifications and final degree outcomes for undergraduate OT students (Howard & Jerosch-Herold, 2000;Howard & Watson, 1998;Posthuma & Noh, 1990;Tyldesley, 1986). It is worth noting however, that the cumulative evidence from these studies relates to students enrolled onto baccalaureate degrees.…”

“…Results found the A-Level group yielded significantly better scores in an initial A&P exam but that this difference did not transcend to the end of year A&P exam results. With the exception of one academic year, the study found no significant difference between the two groups, concluding that while a science qualification may be helpful in the initial stages, it is unlikely to be an essential prerequisite for OT training (Tyldesley, 1986).…”

“…Two groups of students admitted to one Diploma of the College of Occupational Therapists (DipCOT) program over a seven year period were compared. Students were admitted to the program with either an ordinary-level (O-Level) high school certificate (taken at aged 16 years) (n=193) or an A-Level college qualification (n=193) in science (biology or human biology) and compared against first year OT anatomy and physiology (A&P) exam scores (Tyldesley, 1986). Results found the A-Level group yielded significantly better scores in an initial A&P exam but that this difference did not transcend to the end of year A&P exam results.…”

Does Age at Entry have an Impact on Academic Performance in Occupational Therapy Education?

“…Two studies looked at the impact of A-level biology on academic performance in occupational therapy education. Tyldesley (1986) analysed seven cohorts of occupational therapy student data (n = 357) from 1977 to 1984 to see whether those students who entered with A-level biology gained higher grades in anatomy and physiology courses compared with students admitted with an O-level in this subject or those with no qualification in biology at all. The results showed no consistent advantage to having an A-level in biology on entry, although the statistical analysis of these data was limited to bivariate analysis.…”

“…The results showed no consistent advantage to having an A-level in biology on entry, although the statistical analysis of these data was limited to bivariate analysis. Tyldesley (1986) had three categories of students in the study, but examined the differences only between the two groups who had some school biology on entry. The third 'no biology' group was not included in the data analysis, which was surprising because many mature students enter occupational therapy programmes without this subject and their performance on the course would have been interesting to explore.…”