Using Technology Enhanced Learning to Promote the Acquisition of Practical Skills in Occupational Therapy

Abstract

This paper focuses on the use of game-based technology to effectively choose, prescribe, and safely use equipment, which are vital occupational therapy skills. A three-hour workshop was designed for 42 second year British occupational therapy students across two cohorts. The goal was for students to try out a variety of equipment ranging from small household and kitchen aids to elevating chairs and hoisting equipment. Students used the game-based technology during a class to encourage their engagement with practical aspects of equipment use and fitting. A short, optional survey indicated use of the game-based technology resulted in extremely high student engagement and faculty grading identified previously unnoticed student errors in the learning activity. After this workshop, students could enter practice with critical confidence rather than relying on fieldwork placements to provide adaptive equipment use skills.

Digital Learning Designs in Occupational Therapy Education: A Scoping Review

“…This is consistent with the results of previous studies that framed learning goals; the use of technology to support achievement of those goals in education improves student engagement, student-student communication, student-instructor communication, and promotes critical discussion [48,49]. Two studies reported the usefulness of a software tool (3D anatomy and game application for adaptive equipment) used during the F2F class [24,27]. Game-based learning is becoming an educational technique for reproducing some or all of the clinical experiences in healthcare professional education [50].…”

“…This is in line with the blended learning designs having a more effective or equivalent effect than the F2F class on the learning outcome in PT education, as reported by Ødegaard et al [13]. In addition, students in the blended learning design studies reported subjective opinion such as improvement of communication between students, appropriate course design and online learning environment to achieve learning outcomes, and improvements in autonomy and active participation [25][26][27]30,37]. This is consistent with the results of previous studies that framed learning goals; the use of technology to support achievement of those goals in education improves student engagement, student-student communication, student-instructor communication, and promotes critical discussion [48,49].…”

“…Barillas [24] used 3D anatomy software with F2F sessions on human anatomy subjects; the blended group showed higher learning outcomes than the F2F group, and students reported that the software was helpful in understanding the course concept. Grant [27] used game software for the use and tting of adaptive equipment during classes. The participants showed high participation in game-based learning and increased con dence in the practice of adaptive equipment.…”

“…One study included a basic science knowledge component, and 3D anatomy software was used for the anatomy course [24]. Studies that included procedural knowledge components addressed theories, frames of reference (FOR) [25,26], adaptive equipment [27], psychosocial dysfunction [28], communication partner training for adult aphasia [29], and interprofessional team skills [30]. Studies involving both procedural knowledge and clinical reasoning addressed ergonomics, autonomy, activity analysis, and other OT subjects [31], adult practice [32], mental health [33], eldwork training [34], interprofessional team skills in childhood, school practice [35], do-live-well (DLW) framework [36], and problem-based learning (PBL) scenarios [37].…”

Digital learning designs in occupational therapy education: a scoping review

“…One study included a basic science knowledge component, and 3D anatomy software was used for the anatomy course [25]. Studies that included procedural knowledge components addressed theories, frames of reference [26,27], adaptive equipment [28], psychosocial dysfunction [29], communication partner training for adult aphasia [30], and interprofessional team skills [31]. Studies involving both procedural knowledge and professional reasoning addressed ergonomics, autonomy, activity analysis, and other OT subjects [32], adult practice [33], mental health [34], fieldwork training [35], interprofessional team skills in childhood, school practice [36], dolive-well framework [37], and problem-based learning (OTA:) scenarios [38].…”