This paper examined the effect of a unique amalgam of adult learning methodologies near the end of the occupational therapy (OT) students' didactic education as a means to enhance readiness for clinical practice. Results of quantitative and qualitative data analysis indicated that the use of standardized patients, in combination with a sequential, semistructured, and progressively challenging series of client cases, in an OT adult practice (intervention) course, improved the students' self-perception of their level of comfort and skill on various foundational, yet essential, OTrelated competencies. Reprint permission for this Topics in Education should be obtained from the corresponding author(s). Click here to view our open access statement regarding user rights and distribution of this Topics in Education. DOI: 10.15453/2168DOI: 10.15453/ -6408.1047 This topics in education is available in The Open Journal of Occupational Therapy: https://scholarworks.wmich.edu/ ojot/vol1/iss3/4
KeywordsAdult learning theory asserts that students require context-related and practice-specific learning to integrate and apply knowledge effectively (Knowles, 1970(Knowles, , 1990 In order to assess whether students felt prepared for fieldwork, the researchers identified 13 key competency areas and developed an instrument to assess students' perceptions of their comfort and skill. Thus, the purpose of this study was to determine if the use of adult learning strategies (Knowles, 1970(Knowles, , 1990) improved students' selfperception of the students' level of comfort and skill in key competencies for entry-level practice.
Adult LearningAccording to Knowles (1970Knowles ( , 1990 shown that adult learning is most effective when it is applied to practical experiences (Beckert, Wilkinson, & Sainsbury, 2003;Waskiewicz, 2001). David and Patel (1995) noted that adults become ready to learn when they experience a need to know or when they feel they need to do something.Likewise, they asserted that adults learn more effectively when the learning process is more problem centered and oriented to life rather than when learning is solely centered on the subject matter. However, as David and Patel highlighted, adult learners require help in making the transition from being dependent learners (as is typical in most educational arenas) to becoming self-directed learners.Additionally, the evidence suggested that experiencing a need in their life motivates adults.In other words, adults are internally motivated to learn (e.g., motivated to learn for reasons related to self-esteem, recognition, and greater selfconfidence) and are less influenced by external motivators (e.g., pressures from teachers and competition for grades) (David & Patel, 1995
Standardized Patients (SPs)Barrows ( well as greater knowledge. Therefore, the ultimate intent for using SPs in didactic education is to contribute to the students' preparation for clinical practice.
Readiness for Clinical Practice/CompetencyThe purpose of an OT program is to These experiences provi...