Abstract
Date Presented 04/01/2022
The purpose of this study is to assess the practical value of video cases as an educational tool for OT students enrolled in a required clinical lab course before Level II fieldwork. Students prefer that future educational resources engage them in hands-on learning with ample time for practical application. When video case studies are used, students prefer them to be accompanied by faculty elaboration, time for student questions, and opportunities for simulation or role-play.
Primary Author and Speaker: Kirsten L. Temple
Contributing Authors: Amanda K. Giles
BACKGROUND: The purpose of occupational therapy (OT) education is to train the next generation of practitioners to be fluent in their knowledge of the profession and competent in the translation of this knowledge into hands-on evaluation and treatment. Through real-life examples, case-based learning (CBL) provides student opportunities to connect to new information, critically evaluate concepts, and make clinical decisions in a safe environment. Adding video to case studies creates empathy with the characters, aligns with course learning objectives, stimulates student interest, and promotes realistic clinical decision-making (Mills et al., 2020; Nunohara, 2020). CBL has proven beneficial for students in nursing and medicine (Bi et al., 2019; Raurell-Torreda et al., 2014), and these outcomes are applicable and significant for OT education.
PURPOSE: The purpose of this study is to assess the practical value of video cases as an educational tool for OT students enrolled in a required clinical lab course prior to Level II fieldwork. This research addresses the question: Is the use of video case study in second-year didactic coursework for OT students helpful for learning prior to Level II fieldwork?
DESIGN: This study employed a mixed-methods design. Using convenience sampling, participants were recruited from the Occupational Therapy Doctorate Class of 2022 at the Medical University of South Carolina (n = 46). At the time of surveying, students in this cohort were in their eighth of nine semesters having completed all didactic coursework and one Level II fieldwork rotation.
METHOD: Quantitative and qualitative data were collected using a REDCap survey with Likert-type and open-ended questions. After survey data analysis, supplemental individual interviews were conducted via Zoom to gather deeper insight into student preparedness and learning tool preferences. Data were analyzed using descriptive statistics and thematic analysis with outside reviewer agreement on themes.
RESULTS: Survey response rate was 54% (n = 25). Students reported feeling adequately prepared for fieldwork (96%). Students indicated that simulation (80%), practical exams (80%), and video case studies (56%) are the most helpful learning tools for fieldwork preparation. Students found the most valuable elements of video case study to be faculty elaborating on important aspects of the video (n = 21, ‘Very helpful’) and time for student questions (n = 16, ‘Very helpful’). Student interviews confirmed the simulation preference, the importance of facilitating hands-on practice when using video case studies. Student interviews identified hands-on toileting skills as a gap in fieldwork preparedness.
CONCLUSION: To prepare students for Level II fieldwork, educational resources must engage students in hands-on learning with ample time for practical application. Video case studies should be accompanied by faculty elaboration, time for student questions, and opportunities for simulation or role play. OT students prefer more hands-on practice with toileting skills to be prepared for Level II fieldwork and clinical practice.
IMPACT STATEMENT: This research informs OT educators of student learning preferences and learning tools that best prepare students for Level II fieldwork success. OT educators should combine meaningful video case studies with hands-on application and discussion to enhance student preparedness.
References
Bi, M., Zhao, Z., Yang, J., & Wang, Y. (2019). Comparison of case-based learning and traditional method in teaching postgraduate students of medical oncology. Medical Teacher, 41(10), 1124-1128. https://doi.org/10.1080/0142159X.2019.1617414
Mills, B., Hansen, S., Nang, C., McDonald, H., Lyons-Wall, P., Hunt, J., & O’Sullivan, T. (2020). A pilot evaluation of simulation-based interprofessional education for occupational therapy, speech pathology, and dietetics students: Improvement in attitudes and confidence. Journal of Interprofessional Care, 34(4), 472-480. https://doi.org/10.1080/13561820.2019.1659759
Nunohara, K., Imafuku, R., Saiki, T., Bridges, S. M., Kawakami, C., Tsunekawa, K., Niwa, M., Fujisaki, K., & Suzuki, Y. (2020). How does video case-based learning influence clinical decision-making by midwifery students? An exploratory study. BMC Medical Education, 20(67), 1-10. https://doi.org/10.1186/s12909-020-1969-0
Raurell-Torredà M., Olivet-Pujol J., Romero-Collado À., Malagon-Aguilera M. C., Patiño-Masó J., & Baltasar-Bagué A. (2015). Case-based learning and simulation: Useful tools to enhance nurses’ education? Nonrandomized controlled trial. Journal of Nursing Scholarship, 47(1), 34-42. https://doi.org/10.1111/jnu.12113
