Use of an Online Framework for Teaching Theoretical Concepts in Occupational Science Curriculum: An Exemplar for an Australian University

Research output: Contribution to conferenceAbstract

Abstract

Introduction: Occupational science is core within the occupational therapy curriculum at Monash University, taught at both undergraduate and graduate entry-levels. In the undergraduate curriculum, occupational science concepts have been taught in a traditional lecture / tutorial sequence since the program’s inception; in the graduate-entry program a student-centred scenario-based learning (SBL) approach that emphasizes active and deep learning is used. Numerous institutional factors, along with a review of student participation and performance, has resulted in the need for curriculum redesign at both levels. The aim of this paper is to present an exemplar from an Australian University using an innovative, novel and locally developed online Framework that exposes learners to real-world practice issues and situations to teach foundational occupational science concepts and align with contemporary education practice. Discussion: Integrating Science and Practice (iSAP) is a Framework that combines authentic, multimedia case studies with exposure to practitioner and expert voices, and student self reflection. The closed-loop learning puts the onus on students to monitor their own performance, and identify knowledge gaps and strategies for practice. iSAP supports a flipped classroom approach to engaging students in pre-class, in-class and post-class learning activities. The iSAP Framework is already being used in several science-based disciplines within the Faculty, yet less is known about its use in other allied health curricula, particularly theoretical rather than clinical focused units. This paper will compare use of the iSAP framework with conventional instructional methods for teaching core theoretical concepts in introductory occupational science curriculum, including the design and development of scenario’s and support material, methods of assessment and staff training. The strengths and limitations of using this method of instruction will be critiqued and discussed using the Four Dimensional Framework for Curriculum Development (Steketee, Lee, Moran & Rogers, 2013), and with reference to the Australian occupational therapy competency standards. Conclusion: Multi-media cases could be used as triggers for introducing key occupational science concepts to entry-level occupational therapy students to better prepare learners for transitioning to clinical based units of study. Although relatively new in allied health curricula at Monash University, the iSAP, online, case-based learning approach offers scope for presenting occupational science concepts embedded in real-world scenarios to large student cohorts, using an engaging, flipped classroom format, while also enhancing students’ development of theoretical knowledge and reasoning skills. Key words: Instructional methods, online learning, scenario-based learning Questions for Discussion 1. What is the effectiveness of using this online framework, compared with conventional instructional methods, for teaching core theoretical concepts in introductory occupational science curriculum (i.e., staff time, resources and infrastructure required for both development of scenarios and implementation of classes)? What are the strengths and limitations of utilizing a scenario-based approach for teaching occupational science concepts in entry-level occupational therapy curriculum? 2. What is the effectiveness of using this online framework, compared with conventional instructional methods, for teaching core theoretical concepts in introductory occupational science curriculum (i.e., staff time, resources and infrastructure required for both development of scenarios and implementation of classes)? 3. What are the strengths and limitations of utilising a scenario-based approach for teaching occupational science concepts in entry-level occupational therapy curriculum? References Steketee, C., Lee, A., Moran, M., & Rogers, G. (2013). Towards a theoretical framework for curriculum development in health professional education. Focus on Health Professional Education, 14 (3), 64-77. Williams, I., Schliphake, K., Heinrich, L., & Baird, M. (2017). Integrating Science and Practice (iSAP): An interactive case-based clinical decision-making radiography training program. MedEdPublish, 1-11. Doi: 10.15694/mep.2017.00065
Original languageEnglish
Pages34-35
Number of pages2
Publication statusPublished - 12 Oct 2018
Event2018 Conference of the Society for the Study of Occupation: USA: Sleep and Restoration - Griffin Gate Marriott Resort and Spa, Lexington, United States of America
Duration: 11 Oct 201813 Oct 2018
https://www.sso-usa.org/society-for-the-study-of-occupation-2018-conference

Conference

Conference2018 Conference of the Society for the Study of Occupation: USA
CountryUnited States of America
CityLexington
Period11/10/1813/10/18
Internet address

Keywords

  • Curriculum Development
  • Curriculum design
  • Blended learning
  • Reflective practice
  • Occupational therapy education
  • Occupational science
  • Higher education

Cite this

Murphy, L., Lalor, A., Farnworth, L., & Ford, A. (2018). Use of an Online Framework for Teaching Theoretical Concepts in Occupational Science Curriculum: An Exemplar for an Australian University. 34-35. Abstract from 2018 Conference of the Society for the Study of Occupation: USA, Lexington, United States of America.