Dissertation/Thesis Abstract

The use of blended learning to facilitate critical thinking in entry level occupational therapy students
by Rodriguez, Eva L., Ph.D., Capella University, 2009, 144; 3379725
Abstract (Summary)

The popularity of using online instruction (both in blended and complete distance learning) in higher education settings is increasing (Appana, 2008; Newton, 2006; Oh, 2006). Occupational therapy educators are using blended learning methods under the assumption that this learning platform will facilitate in their students the required level of clinical reasoning skills necessary for optimum health care delivery. Since the use of a blended learning model is becoming popular as a method to teach occupational therapy students, it is very important to evaluate its efficacy in supporting clinical reasoning skills. The purpose of this mixed methods study design was to determine how and to what extent the uses of blended learning formats facilitate clinical reasoning skills in occupational therapy students. A total of 48 occupational therapy students participated in the blended learning course, with only 24 of them completing pre- and post survey of the California Critical Thinking Test and the Health Sciences Reasoning Test. Results indicate that the blended learning model does facilitate clinical reasoning skills; however, further research is needed to determine if the students are able to generalize their learning to a clinic setting.

Indexing (document details)
Advisor: Walling, Griffin
Commitee: Bullock, Cheryl, Lane, Molly
School: Capella University
Department: School of Education
School Location: United States -- Minnesota
Source: DAI-A 70/12, Dissertation Abstracts International
Subjects: Physical therapy, Educational technology, Higher education
Keywords: Blended learning, Clinical reasoning skills, Critical thinking, Critical thinking skills, Distance education, Hybrid learning, Occupational therapy, Occupational therapy students
Publication Number: 3379725
ISBN: 978-1-109-48969-9
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