From work-integrated learning to virtual case studies: Navigating an alternative to fieldwork in paediatric occupational therapy
Afr. j. health prof. educ
; 13(3): 159-160, 2021. Tables, figures
Artigo
em Inglês
| AIM (África)
| ID: biblio-1343868
Biblioteca responsável:
CG1.1
ABSTRACT
Due to Covid-19 regulations, occupational therapy students' access to clinical platforms was restricted and they were unable to perform traditional work integrated learning at approved placements. This situation compelled lecturers to design creative and innovative alternative fieldwork training activities for third-year occupational therapy students in the paediatric domain. In person fieldwork was converted (in part) to six case studies, presented by experts in synchronous online sessions. A structured and systematic approach was implemented to ensure student participation during and after presentations. Students worked in small groups to complete i) a professional reasoning tool and ii) an intervention plan and session to conceptualise and put into writing their selected theoretical approach to each case. One group was given the opportunity to present their work on the case on the day following the case presentation. Continuous formative feedback was provided during the presentation and integration of prior knowledge was encouraged through debate. Assessment focused on metacognition - the students' ability to reflect on their learning during each case. Students experienced the case studies as rich learning opportunities. This approach will be adapted for use in the post-pandemic era to enhance occupational therapy students' learning.
Texto completo:
Disponível
Contexto em Saúde:
ODS3 - Meta 3.3 Acabar com as doenças tropicais negligenciadas e combater as doenças transmissíveis
Problema de saúde:
Pneumonía
Base de dados:
AIM (África)
Assunto principal:
Pediatria
/
Terapia Ocupacional
/
Fiscalização e Controle de Instalações
/
COVID-19
Limite:
Humanos
País/Região como assunto:
África
Idioma:
Inglês
Revista:
Afr. j. health prof. educ
Ano de publicação:
2021
Tipo de documento:
Artigo
Instituição/País de afiliação:
Department of Occupational Therapy, Faculty of Health Sciences, University of Pretoria/ZA
/
Education Innovation, Faculty of Health Sciences, University of Pretoria/ZA