Principal Investigators:
Megan Albright, Clinical Assistant Professor, Occupational Therapy, School of Health and Human Sciences.
Kristin Hull, Clinical Assistant Professor, Occupational Therapy, School of Health and Human Sciences.
Project Title:
Functional Client Factors: Developing an Anatomy Course for Occupational Therapists
Funding Level:
$5,000
Abstract:
The Indiana University Occupational Therapy Doctorate program implemented a new course to shift traditional, medical cadaver-based teaching to a functional client-centered approach to reflect contemporary occupational therapy practice and teaching strategies. Academic performance is strongly shaped by learners’ confidence, especially in foundational courses that form the curricular basis. By integrating professional language and application of structures into everyday function and into fundamental courses, students can increase confidence necessary for professional identity development.
The present study investigated the change of confidence in key skills necessary for professional identity development through intentional active learning techniques including living anatomy and palpation, virtual cadaver tables, and content application through occupation simulation. Utilizing principles from the Universal Design for Learning, students not only focused on learning the static structures of anatomy but also engaged with content to understand how those structures tied to function. Transference of knowledge from class activities to practical exams allowed faculty to ensure students were able to identify structures and their functions to ultimately scaffold that knowledge into subsequent courses. This intentional course design was purposed for assisting students in retaining foundational knowledge while building confidence in themselves and the profession.
First and second year students enrolled in the course participated in the study on a volunteer basis to complete the Student Instrument for Measuring Confidence in ‘Key Skills’ (SICKS) self-assessment throughout the semester and semi-structured focus groups within two weeks of semester start and course conclusion. 32% of students completed the SICKS at the beginning of the semester and 15% of students completed the SICKS at the end of the semester. Two students participated in the pre-focus group while five participated in the end of semester post-focus group. Despite limitations due to low participation rates, a descriptive analysis revealed a favorable trend in self-reported confidence from the beginning to the end of the course. This indicated growth in core competencies of collaboration, communication, creativity and innovation, self-direction, critical thinking, and using technology for educational purposes. Students demonstrated an overall 14.39% relative percent change in confidence. Qualitative themes discovered across semester focus groups included: Expectations, Cadaver Use, Instructional Strategies, Instructor Empathy, and Technology Use. Active learning approaches emphasizing group-based learning and occupation-centered concepts with living anatomy increased student confidence underpinning competence in key skills. Professional competence and confidence are inextricably linked to professional identity that will allow OT students to trust their role as future practitioners.