Date Presented 03/26/20
This study is to evaluate the effectiveness of digital learning environments as an approach to teach client-centered care and professional behaviors as measured by learning outcomes and influenced by learner satisfaction using a quasi-experimental quantitative research design. The information presented will encourage discussion and further exploration of the use of digital platforms to enhance critical professional skills as well as provide opportunities for remediation.
Primary Author and Speaker: Sheri Montgomery
PURPOSE: This study addresses the decreasing number of real-world, client-centered, experiential learning experiences as well as challenges related to student’s professional communication skills and interactions with clients supporting assessment, treatment, and client education. Shifts in healthcare secondary to a variety of internal and external influences, as well as changes related to occupational therapy education have resulted in a decline in student access to real-world clients for learning opportunities. The purpose of this study is to evaluate the effectiveness of digital learning environments as an approach to teach client-centered care and professional behaviors.
DESIGN: A quantitative design is used to investigate learning outcomes and student satisfaction associated with digital experiential learning opportunities involving client interactions. A nonequivalent control group design creates the collection of data for a control and experiential group to participate in a pre and posttest based on Level I FW data, while only one group, the experimental group, will participate in the digital learning experience.
Participants enrolled as face-to-face, full-time students from a selected ACOTEÒ accredited, entry-level doctorate occupational therapy program with one point of entry per year have been recruited to participate in the study. The demographic composition reflects the general composition of the nation’s enrolled occupational therapy students.
METHOD: Data will be collected using objective methods, Likert-type measurement instruments. Student’s knowledge acquisition and integration of materials through performance and demonstration using data collected through an interview or assessment, client care, and education captured during the digital experiential learning experience. The learning outcomes, dependent variable, will measure communication and professional behaviors using the Health Communication Assessment Tool©, completed by investigators. Student satisfaction, one of two independent variables in this study, will be measured the Satisfaction with Simulation Experience Scale, completed by the student at the completion of the experiential learning opportunity. The data will be analyzed to determine potential correlations related to learning outcomes and student satisfaction using independent sample t-tests and Pearson r.
RESULTS: The results of the pilot study suggest a strong correlation between performance and participation as measured by learning outcomes related to professional communication, professional interactions, and critical reasoning during traditional Level I fieldwork and participation in the digital experiential learning experiences. Students indicated a high level of satisfaction with the digital learning experience.
CONCLUSION: The addition of digital experiential learning experiences prior to student participation in Level I Fieldwork supports professional communication, critical thinking, and professional behaviors supporting positive client interactions, assessment, treatment, and education.
This study provides insight into the use of a digital platform to maximize student engagement, success, and benefits of participation in traditional real-world experiential learning experiences.
References
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