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Exploring changes in ocupational therapy students' approaches to learning

Exploring changes in ocupational therapy students' approaches to learning
Exploring changes in ocupational therapy students' approaches to learning
This article describes a longitudinal cohort study that examined the preferred approaches to learning of pre-registration occupational therapy students (N=55) as they progressed through the three years of an undergraduate BSc (Hons) programme. Students’ orientations to learning were measured using the Short Inventory of Approaches to Studying (ASI) (Entwistle 1981) and results were compared descriptively across repeat measures undertaken during each year of study. Inferential statistics are used to examine whether there were any statistically significant differences in preferred learning approaches throughout the three years of study. The results show moderate changes in learning approaches that are associated with more successful outcomes of learning. Evidence of the use of these deeper approaches to learning were accompanied by statistically significant decreases in less desirable, superficial approaches; with reductions in the mean scores between year one and year three for Operation Learning (p<0.005) and Learning Pathologies (p<0.05). The implications of the findings are discussed in relation to learning and teaching and assessment methods in undergraduate health professional education. Students may be encouraged to become more independent and to develop deeper approaches to learning by reducing formal contact time and developing assessment strategies that emphasise the exploration and application of knowledge.
approaches to learning, occupational therapy education
0308-0226
457-463
Chapman, J.
b47dbd01-ff25-46e5-b579-f1aeed773c47
Watson, J.
933e2e9a-e3e9-4a05-9f86-f7bdafd8827c
Adams, J.
6e38b8bb-9467-4585-86e4-14062b02bcba
Chapman, J.
b47dbd01-ff25-46e5-b579-f1aeed773c47
Watson, J.
933e2e9a-e3e9-4a05-9f86-f7bdafd8827c
Adams, J.
6e38b8bb-9467-4585-86e4-14062b02bcba

Chapman, J., Watson, J. and Adams, J. (2006) Exploring changes in ocupational therapy students' approaches to learning. British Journal of Occupational Therapy, 69 (10), 457-463.

Record type: Article

Abstract

This article describes a longitudinal cohort study that examined the preferred approaches to learning of pre-registration occupational therapy students (N=55) as they progressed through the three years of an undergraduate BSc (Hons) programme. Students’ orientations to learning were measured using the Short Inventory of Approaches to Studying (ASI) (Entwistle 1981) and results were compared descriptively across repeat measures undertaken during each year of study. Inferential statistics are used to examine whether there were any statistically significant differences in preferred learning approaches throughout the three years of study. The results show moderate changes in learning approaches that are associated with more successful outcomes of learning. Evidence of the use of these deeper approaches to learning were accompanied by statistically significant decreases in less desirable, superficial approaches; with reductions in the mean scores between year one and year three for Operation Learning (p<0.005) and Learning Pathologies (p<0.05). The implications of the findings are discussed in relation to learning and teaching and assessment methods in undergraduate health professional education. Students may be encouraged to become more independent and to develop deeper approaches to learning by reducing formal contact time and developing assessment strategies that emphasise the exploration and application of knowledge.

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More information

Published date: October 2006
Keywords: approaches to learning, occupational therapy education

Identifiers

Local EPrints ID: 55767
URI: https://eprints.soton.ac.uk/id/eprint/55767
ISSN: 0308-0226
PURE UUID: 7429780c-9155-4ca9-9df8-631417d469ba
ORCID for J. Watson: ORCID iD orcid.org/0000-0002-2756-2148

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Date deposited: 05 Aug 2008
Last modified: 14 Mar 2019 01:44

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