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Theory-Driven Design, Theory-Integrated Learning: A Multimodal Approach to Teaching Occupational Adaptation

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  • Additional Information
    • Availability:
      Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
    • Peer Reviewed:
      Y
    • Source:
      19
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Doctoral Programs; Occupational Therapy; Allied Health Occupations Education; Theories; Lecture Method; Experiential Learning; Discussion (Teaching Technique); Doctoral Students; Laboratories; Instructional Effectiveness; Asynchronous Communication
    • ISSN:
      2573-1378
    • Abstract:
      This study explored the effectiveness of a multimodal instructional module for teaching Occupational Adaptation (OA) theory. Implemented across three entry-level occupational therapy doctoral (OTD) programs, faculty designed and implemented asynchronous preparatory lectures, a face-to-face experiential lab, and guided discussions of the learning experiences. Researchers employed a convergent mixed-methods design, integrating qualitative and quantitative data. Students (n=108) completed a pre- and post-knowledge exam, the Relative Mastery Scale (RMS), and a Learning Experience Questionnaire. Analysis of variance (ANOVA) revealed statistically significant differences in pre- and post-knowledge scores and RMS ratings across all sites, with no differences based on university. Qualitative analysis yielded two primary themes: experiences lead to knowledge development and student insights reinforce and guide future learning. Additional findings indicated a preference for interactive lab-based activities over passive methods such as readings and quizzes. The multi-site instructional approach demonstrates potential for broader application in teaching other theories or non-theory content in occupational therapy education. Future research should explore how students adapt during active participation in instructional modules designed to foster professional reasoning and theory integration.
    • Abstract:
      As Provided
    • Publication Date:
      2025
    • Accession Number:
      EJ1488936