Reflections on the role of occupational therapy programmes on the mental health of stakeholders’ transition to e-learning during the COVID-19 pandemic

Gomez, Ivan Neil

doi:10.1080/14473828.2020.1836791

Cited by 9 publications

(14 citation statements)

References 18 publications

(24 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There appears to be considerable opportunity yet for programs to leverage on-line and asynchronous learning strategies to supplement or support the lecture and lab components of wheelchair-related content, as has been proposed in several publications [ 20 , 22 ]. It is possible that programs may have begun developing these types of resources during the COVID pandemic [ 50 , 51 ],which occurred subsequent to most of the survey responses.…”

Section: Discussionmentioning

confidence: 99%

Wheelchair service provision education in Canadian occupational therapy programs

2022

View full text Add to dashboard Cite

Occupational therapists in Canada play a central role in wheelchair service provision. Inadequate entry-to-practice professional education has been identified as a major concern in the delivery of wheelchair related services. The goal of this study was to describe the current education provided in Canadian occupational therapy programs and to map this content against the recommended WHO 8-step wheelchair service provision process. The study used a descriptive cross-sectional online survey design. Educators were recruited from accredited occupational therapy programs in Canada. Participants completed a short sociodemographic questionnaire and a survey with 97 closed- and open-ended questions regarding the wheelchair service provision education provided in their curriculum. Survey data was then mapped according to the WHO 8-step wheelchair service provision process. Twenty-nine educators from all Canadian occupational therapy programs (n = 14) were enrolled. Most participants (55.2%) were full-time faculty members that had been teaching in occupational therapy programs for an average time of 10.9 years. All programs covered at least 4 of the WHO recommended steps, but only 5 programs covered all steps. Assessment and Prescription steps were covered in every program while the Referral & Appointment, Funding & Ordering, Fitting and User Training steps were covered in most programs. The pedagogic approach, the amount of time dedicated to wheelchair-related content, and the type of evaluation used varied greatly between programs. This study is the first to provide a detailed description of wheelchair service provision education across all Canadian occupational therapy programs according to the WHO 8 steps and provides a foundation for collaborative efforts to promote best practice in entry-to-practice professional education.

show abstract

Section: Discussionmentioning

confidence: 99%

Wheelchair service provision education in Canadian occupational therapy programs

2022

View full text Add to dashboard Cite

show abstract

“…The pandemic has compelled HEIs to switch to the virtual mode of teaching following the lockdown restrictions on physical classes. Such drastic changes in the overall teaching environment may significantly impact the attitude and behaviour of both students and teaching staff (Gomez et al, 2020;Gloria and Uttal, 2020;Murphy et al, 2020). HEIs should design programmes to support their students and staff during this transition to a virtual learning environment.…”

Section: Discussionmentioning

confidence: 99%

Impact of Virtual Learning on Perceived Mental Health of College Students During Covid-19 Pandemic

Nayak¹

2022

TIP

View full text Add to dashboard Cite

The study in this article addresses three research questions: a) how do college students view the effectiveness of technology-mediated virtual learning during the COVID-19 pandemic; b) how does virtual learning impact their perceived mental health; and c) what is the mode of learning they most prefer? It follows an explanatory research design and survey method. Data are collected using a questionnaire with a purposive sample of 102 students and interviews with 20 students and 40 faculty members in India. The conceptual framework of this study is quite similar to the modified version of the Technology Acceptance Model (Venkatesh and Davis, 2000). The study reveals that 86% of the students find virtual learning to be ineffective. Such learning not only fails to provide adequate opportunities for experiential learning for developing knowledge, skills, and leadership abilities but also creates several perceived mental health problems. This study may help higher education institutions while designing and implementing virtual teaching-learning systems in order to prevent their negative impact on student’s perceived mental health in future crises. Keywords: Virtual learning, perceived mental health, COVID-19 pandemic, Behavioural Intention, Perceived Usefulness

show abstract

“…Cohort scores were very comparable in our study aside from cohort 8, which demonstrated atypically low pre-bootcamp scores. We cannot be certain why this particular cohort expressed substantially lower baseline capacity but it is likely that, as the first cohort to experience COVID pandemic-related changes in their professional education program (i.e., largely virtual learning and fieldwork; restrictions during the bootcamp) [ 17 , 18 ], these students had less opportunity to acquire experience or self-efficacy with wheelchair use. Broadly speaking, occupational therapy students have entered the bootcamp with more diverse levels of skill while finishing the bootcamp at relatively similar capacity (typically close to 80%), with larger change scores typically correlating to a lower baseline score.…”

Section: Discussionmentioning

confidence: 99%

Wheelchair Skills Test Outcomes across Multiple Wheelchair Skills Training Bootcamp Cohorts

Giesbrecht

2021

IJERPH

View full text Add to dashboard Cite

User training is a critical component of wheelchair service delivery to ensure individuals with a mobility impairment can negotiate environmental barriers and promote their social participation. A wheelchair “bootcamp”, delivered during professional preparation education, is one strategy to better prepare occupational therapists for clinical rehabilitation practice by developing their own wheelchair skills. The purpose of this study was a retrospective review of a large dataset of student cohorts from a single site and delineate bootcamp effects on the Wheelchair Skills Test-Questionnaire (WST-Q) scores. Participant data from eight cohorts was consolidated (n = 307). Comparison of two WST-Q scoring formats revealed significantly lower scores for cohorts using the 4-point version, which was subsequently standardized to the other 3-point version. WST-Q change scores were similar between cohorts, and differences were more reflective of variability in skill level prior to bootcamp than post-bootcamp scores. Students were able to master most basic and intermediate level skills, while advanced skill acquisition was much more variable. This study provides more precise point estimates of wheelchair skill acquisition among occupational therapy students than previous studies. While confirming the benefits of bootcamp education, recommendations for further investigation were identified.

show abstract

Reflections on the role of occupational therapy programmes on the mental health of stakeholders’ transition to e-learning during the COVID-19 pandemic

Cited by 9 publications

References 18 publications

Wheelchair service provision education in Canadian occupational therapy programs

Wheelchair service provision education in Canadian occupational therapy programs

Impact of Virtual Learning on Perceived Mental Health of College Students During Covid-19 Pandemic

Wheelchair Skills Test Outcomes across Multiple Wheelchair Skills Training Bootcamp Cohorts

Contact Info

Product

Resources

About