ACIE Award 2011
Maximizing Clinical Readiness through Classroom Learning
|
|
Mary Lou LeiboldOccupational Therapy Nancy BakerOccupational Therapy |
Watch the above video to see an example of an Upper Extremity (UE) Assessment.
Occupational therapy students are expected to conduct Upper Extremity (UE) Assessments in clinical practice to identify impairments and implement intervention to rehabilitate these deficits. In order to achieve competency, students must do so accurately, efficiently, and demonstrate self-efficacy. However, past experience in teaching the Occupational Therapy course, Biomechanical Theory and Practice II, has shown that some students develop these skills more quickly than their peers, while others may need additional guidance. UE Assessment requires high level cognitive and psychomotor skills. Mary Lou Leibold, and her colleague Nancy A. Baker, Occupational Therapy, developed a stepped learning program which takes learned skills, and provides incrementally more difficult applications of the skills to assist students in achieving competency; aligning performance in the classroom with clinical benchmarks required in practice.
Students completed six components that progressively matched more complex levels of cognitive and psychomotor hierarchies by
- Compiling a handbook of standardized assessments instructions and normative data used to conduct an UE Assessment;
- Viewing and critiquing a video exemplar of an expert occupational therapist modeling the UE Assessment;
- Conducting an UE Assessment on classmates simulating various conditions;
- Self-assessing videos of their practice sessions with classmates using recognized criteria to check accuracy and efficiency;
- Completing competency testing through a timed UE Assessment with a course instructor;
- Assessing a client with biomechanical impairments in the classroom.
Watch the above video to learn about the value gained from the video instruction.
Each student’s accuracy and efficiency on the UE Assessment was measured during competency testing using predetermined criteria, and self-efficacy was evaluated using a pre and post program survey.
Final Report
Teaching Times Article
