Increasing student engagement via a combined roundtable discussion and flipped classroom curriculum model in an OT and special education classroom

Lewis-Kipkulei, Pamela; Singleton, Jacques; Singleton, Topeka Small; Davis, Kimberley; Cheng, May Hung May

doi:10.1080/2331186x.2021.1911284

Cited by 6 publications

(9 citation statements)

References 31 publications

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“… Gin et al (2021) 17 USA 2020 Science, technology, engineering, and math (STEM) undergraduates 66 Qualitative, cross-sectional Online learning has presented great challenges for students with disabilities. Lewis-Kipkulei et al (2021) 27 USA 2020 Special education undergraduates 6 Qualitative, cross-sectional A hybrid curriculum of round table and flipped classroom positively impacts students’ engagement and participation. Naujoks et al (2021) 10 Germany 2020 Humanities, Social Sciences, and Theology; Sciences; Business, Economics, and Law; Engineering; and Medicine Undergraduate students 247 Quantitative, Cross-sectional Students are digitally ready to shift to digital learning but are unable to apply enough resource management strategies.…”

Section: Resultsmentioning

confidence: 99%

Undergraduate Learning in the COVID-19 Pandemic: Lessons Learned and Ways Forward

Kajjimu¹,

Dreifuss²,

Tagg³

et al. 2023

AMEP

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The SARS-CoV-2 coronavirus (COVID-19) pandemic is in constant evolution, much like the virus, and we must learn to adapt our undergraduate education and learning strategies to enable students to complete their studies. This narrative review focuses on what is currently known about the face-to-face and e-learning strategies of undergraduate medical students in resource-limited settings during the COVID-19 pandemic. The majority of studies, involving health professional students, took place in 2020. Few involved educators. Students have faced challenges with the transition to remote learning, for which a couple of interventions have been devised. Bridging the gap in access and utilisation of remote learning might have required more time, however, the COVID-19 pandemic has accelerated the learning curve and the transition from in-person to online learning.

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Section: Resultsmentioning

confidence: 99%

Undergraduate Learning in the COVID-19 Pandemic: Lessons Learned and Ways Forward

Kajjimu¹,

Dreifuss²,

Tagg³

et al. 2023

AMEP

View full text Add to dashboard Cite

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“…Henderson et al [33] compared the flipped course group with the subject of adult practice and the group involved in the flipped course design; both groups showed equal effects on learning outcomes and professional reasoning skills. Students participating in the study by Lewis-Kipkulei et al [44] mentioned that flipped learning has a positive impact on peer interaction and collaboration, and the benefits of having more personalized time for learning (Tables 1, 2).…”

Section: Flipped Classroommentioning

confidence: 99%

“…Two studies adopted the flipped learning model and reported a positive impact on learning outcomes in OT education [33,44]. Ødegaard et al [13] reported a positive effect of flipped learning on learning outcomes in PT education through a meta-analysis, but Evans et al [56].…”

Section: Flipped Classroom Modelmentioning

confidence: 99%

Digital learning designs in occupational therapy education: a scoping review

Hwang¹,

Shim

Cheon

2023

BMC Med Educ

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Background Digital learning is a rapidly advancing method for teaching and learning in professional health education. Although various digital learning designs have been tried in OT education, studies on digital learning designs are still limited. Methods We conducted a scoping study that aimed to identify the digital learning designs used in occupational therapy (OT) education and review the effectiveness, learner perceptions, clinical skills integrated, and technology-based learning strategies used to facilitate learning. Four databases were searched using subheadings and terms relating to digital learning, occupational therapy, and education. The included studies were mapped according to the types of digital learning design, subjects, key clinical skills, and outcomes. Results Twenty-two studies were included in this review, most of which were qualitative, observational, or mixed studies of the two designs. The digital learning designs identified in OT education were flipped, blended, hybrid, and distance learning, including e-learning and massive open online courses (MOOC). Among the components of clinical skills, professional reasoning and procedural knowledge were the most integrated into digital learning, and covered various OT subjects. Digital learning designs were reported to be equivalent to or more effective than the traditional face-to-face (F2F) class in learning outcomes of knowledge and skill acquisition, enhancing learning participation, reflection, and collaboration between learners. Various technologies have been used to promote synchronous or asynchronous active learning, providing learning strategies such as thinking, reflection, discussion, peer learning-group activity, and gamifying online learning. Conclusions In OT digital learning, appropriate learning subjects, the arrangement of clinical skill components that can be well integrated into digital learning, and the selection of appropriate technologies for effective learning are important. The results should be confirmed within an experimental study design.

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“…Henderson et al [32] compared the ipped course group with the subject of adult practice and the group involved in the ipped course design; both groups showed equal effects on learning outcomes and clinical reasoning skills. Students participating in the study by Lewis-Kipkulei et al [43] mentioned that ipped learning has a positive impact on peer interaction and collaboration, and the bene ts of having more personalized time for learning (Table 1).…”

Section: Digital Learning Design and Outcomesmentioning

confidence: 99%

“…Two studies adopted the ipped learning model and reported a positive impact on learning outcomes in OT education [32,43]. Ødegaard et al [13] reported a positive effect of ipped learning on learning outcomes in PT education through a meta-analysis, but Evans et al [52].…”

Section: Digital Learning Designs and Outcomesmentioning

confidence: 99%

Digital Learning Designs in Occupational Therapy Education: A Scoping Review

Hwang¹,

Shim

Cheon

2022

Preprint

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Background: Digital learning is a rapidly advancing method for teaching and learning in professional health education. Although various digital learning designs have been tried in OT education, studies on digital learning designs are still limited. Methods: We conducted a scoping study to aims to identify the digital learning designs used in occupational therapy (OT) education and review the effectiveness, learner perceptions, clinical skills integrated, and technology-based learning strategies used to facilitate learning. Four databases were searched using subheadings and terms relating to digital learning, occupational therapy and education. The included studies were mapped according to the types of digital learning design, subject, key clinical skills, and outcomes. Results: Twenty-two studies were included in this review, most of which were qualitative, observational, or mixed studies of the two designs. The digital learning designs identified in OT education were flipped, blended, hybrid, and distance learning, including e-learning and massive open online courses (MOOC). Among the components of clinical skills, clinical reasoning and procedural knowledge were the most integrated into digital learning, and covered various OT subjects. Digital learning designs were reported to be equivalent to or more effective than the traditional face-to-face (F2F) class in learning outcomes of knowledge and skill acquisition, enhancing learning participation, reflection, and collaboration between learners. Various technologies have been used to promote synchronous or asynchronous active learning, providing learning strategies such as thinking, reflection, discussion, peer learning-group activity, and gamifying online learning. Conclusions: In OT digital learning, appropriate learning subjects, the arrangement of clinical skill components that can be well integrated into digital learning, and the selection of appropriate technologies for effective learning are important. The results should be confirmed within an experimental study design.

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Increasing student engagement via a combined roundtable discussion and flipped classroom curriculum model in an OT and special education classroom

Cited by 6 publications

References 31 publications

Undergraduate Learning in the COVID-19 Pandemic: Lessons Learned and Ways Forward

Undergraduate Learning in the COVID-19 Pandemic: Lessons Learned and Ways Forward

Digital learning designs in occupational therapy education: a scoping review

Digital Learning Designs in Occupational Therapy Education: A Scoping Review

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