Abstract
The purpose of this study is to explore factors that may influence student success in a graduate clinical neuroscience course using a survey. Success in a neuroscience course may be supported with prior science coursework and additional resources such as a tutor, visuals, and other supplementary materials. OT and physical therapy programs may consider implementing a neuroscience course that provides additional resources in order to facilitate student success.
Primary Author and Speaker: Cassie A. Baus
Additional Authors and Speakers: Dianna Lunsford, Kristin Valdes
The purpose of this study is to explore factors that may influence student success in a graduate clinical neuroscience course using a survey. Neuroscience knowledge is important to gain a better understanding of diagnoses and rehabilitative interventions, and there is limited research regarding graduate neuroscience courses. A cross-sectional survey design utilized a convenience sample from a university that offers Occupational Therapy Doctorate (OTD) and Doctor of Physical Therapy (DPT) programs. The university IRB committee approved the study. The survey was sent to 179 students, 91 OTD students and 88 DPT students. The 12 question survey was created by the authors and piloted. The survey was sent via email to students who completed the graduate neuroscience course. The survey consisted of multiple-choice and an open-ended question. The survey was sent out twice on 3.26.2020 and 4.16.2020. Participation was voluntary and anonymous. Descriptive statistics were used to analyze all survey results. A Pearson Correlation was utilized for the variables of undergraduate grade point average (GPA), prerequisite GPA, number of science classes, undergraduate degree, graduate neuroscience grade, hours spent studying for graduate neuroscience, and use of tutor for graduate neuroscience. An unpaired t-test was used to compare OTD and DPT students’ final grade in graduate neuroscience. Themes were developed from the free text response data. There were 76 (42%) responses collected, 62 (82%) OTD students and 14 (18%) DPT students. Students reported the number of undergraduate science classes defined as: biology, genetics, natural science, chemistry, physics, and exercise science. Twenty-seven students (36%) reported taking 6-10 classes, 23 (30%) 3-5 classes, 12 (16%) 11-15 classes, 8 (11%) 20 or more classes, 5 (7%) 16-20 classes, and 1 (1%) did not respond. Forty-five (59%) students reported their grade in graduate neuroscience as an A+, A, or A-, 22 (29%) a B+, B, or B-, 7 (9%) a C+,C, or C- and 2 (3%) did not respond. Twenty-seven (36%) students reported studying for 3-4 hours each week, 25 (33%) 5-7 hours, 20 (26%) over 8 hours, 3 (4%) 0-2 hours, and 1 (1%) did not respond. Twenty-seven (36%) of students reported using tutors once a week, 18 (24%) 2-3 times a week, 12 (16%) other, 10 (13%) once before exams, 8 (11%) did not use the tutor, and 1 (1%) did not respond. Statistical significance (p < .05) was noted when comparing OTD and DPT student grade in neuroscience t = 2.35, df = 72, p = .02. Mean OTD grade in graduate neuroscience was 88.65 (sd = 6.73) and mean DPT grade was 93.21 (sd = 5.66). The Pearson Correlation indicated a statistically significant (p < .05) weak positive correlation between the number of undergraduate science courses to graduate neuroscience grade r(72) = .227, p(one-tailed) = .026 and number of undergraduate science classes and use of the tutor for graduate neuroscience r(73) = .218, p (one-tailed) = .030. The free text responses yielded the following themes: addition of supplementary materials to the course, use of tutors, and relation of concepts to the ‘real world’. Knowledge in neuroscience can assist in better understanding neurologic related diagnoses and implementation of neurorehabilitative interventions for the clinician. Success in a neuroscience course may be supported with prior science coursework, and additional resources such as a tutor, visuals and other supplementary materials. Occupational and physical therapy programs may consider implementing a neuroscience course that provides additional resources in order to facilitate success; this may translate into improved out comes for clients.
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