Preparing for fieldwork: Students' perceptions of their readiness to provide evidence-based practice

Issue title: Fieldwork

Article type: Research Article

Authors: Evenson, Mary E.

Affiliations: MGH Institute of Health Professions, Department of Occupational Therapy, School of Health and Rehabilitation Science, 36 First Avenue, Boston, MA 02129, USA. Tel.: +1 617 724 4089; Fax: +1 617 724 6321; E-mail: [email protected]

Abstract: OBJECTIVE: The purpose of this study was to explore students' perceptions of their confidence to use research evidence to complete a client case analysis assignment in preparation for participation in fieldwork and future practice. PARTICIPANTS: A convenience sample of 42 entry-level occupational therapy Masters students, included 41 females and one male, ages 24 to 35. METHODS: A quasi-experimental pretest-posttest design was used. Students participated in a problem-based learning approach supported by educational technology. Measures included a pre- and post-semester confidence survey, a post-semester satisfaction survey, and an assignment rubric. RESULTS: Based on paired t-tests and Wilcoxin Signed Ranks Tests, statistically significant differences in pre- and post-test scores were noted for all 18 items on the confidence survey (p< 0.001). Significant increases in students' confidence were noted for verbal and written communication of descriptive, assessment, and intervention evidence, along with increased confidence to effectively use assessment evidence. CONCLUSIONS: Results suggest that problem-based learning methods were significantly associated with students' perceptions of their confidence to use research evidence to analyze a client case. These results cannot necessarily be generalized due to the limitations of using non-standardized measures with a convenience sample, without a control group, within the context of a single course as part of one academic program curriculum.

Keywords: Problem-based learning, educational technology, occupational therapy education

DOI: 10.3233/WOR-121506

Journal: Work, vol. 44, no. 3, pp. 297-306, 2013