Date Presented 04/04/2025
This research queried first-year OT graduate students (n = 64) regarding their beliefs about and behaviors when studying, how study habits changed over time, and the extent to which they engaged in active learning practices and used valuable resources.
Primary Author and Speaker: Melisa Kaye
Contributing Authors: Marcella Cardoza-McCollum
PURPOSE: The purpose of the research was to examine OT graduate students’ goals, behaviors, and beliefs about studying at the start of their program and then to measure changes at the end of their first semester. Further, the study explored the extent to which students did or did not use evidence-informed and effective strategies for academic achievement. The research provides a foundation for an upcoming interventional study examining how the provision of explicit instruction in studying for graduate school, as well as support around anxiety and work life balance might enhance the academic achievement and confidence of OT graduate students.
DESIGN AND METHODOLOGY: This descriptive study tracked participants’ (n = 64) study beliefs and behaviors about studying for exams. Data collection was conducted for 16 weeks and included completion of intake and exit surveys, multiple study logs, and one-to-one interviews.
RESULTS: Data analysis identified the type of study strategies used and the frequency of use. Analysis also compared the use of active strategies with passive strategies. Findings suggested that although students believed that active study strategies were most effective, they tended to rely on passive strategies. For example, students tended to rely on rereading their notes rather than actively engaging with the material, classmates, or instructors. The findings highlighted discrepancies between what students believe to be effective study practice and planned to do, versus what they actually engaged in during their semester.
CONCLUSION: This study is valuable for OT instructors as it provides insights into a deficiency of student preparedness for effective studying in graduate school, a paucity of use of powerful active learning strategies, and a resistance to accessing instructor support. The results can guide pedagogical refinement to increase the resources and training OT students receive around studying when they enter graduate programs.
References
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116
Harris, N., & Bacon, C. E. W. (2019). Developing cognitive skills through active learning: A systematic review of health care professions. Athletic Training Education Journal, 14(2), 135–148. https://doi.org/10.4085/1402135
Sebesta, A. J., & Speth, E. B. (2023). Breaking the mold: Study strategies of students who improve their achievement on introductory biology exams. PLOS ONE, 18(7), e0287313. https://doi.org/10.1371/journal.pone.0287313
Shilling, T., Thayer, J., Coria-Navia, A., & Ferguson, H. (2023). Student preferences for active learning and their beliefs, experiences, and knowledge. Teaching and Learning in Communication Sciences & Disorders, 7(2). https://doi.org/10.30707/TLCSD7.2.1690393489.74901
