The Assessment of Motor and Process Skills (AMPS) is an innovative observational assessment that is used to measure the quality of a person’s performance of domestic (instrumental) or basic (personal) activities of daily living (ADL). The quality of the person’s ADL performance is assessed by rating the effort, efficiency, safety, and independence of 16 ADL motor and 20 ADL process skill items. The ADL motor and ADL process skill are analogous to the goal-directed actions defined under the Activities and Participation domains of the International Classification of Functioning, Disability and Health (World Health Organization [WHO], 2001), and are thus the small units of performance that when carried out, one by one, result in the overall task being completed.

呼吸器疾患におけるAssessment of Motor and Process Skillsの応用

The coronavirus disease 2019 (COVID-19) pandemic has changed the landscape of higher education. As academic institutions across the world continue to deal with the global health crisis, there is a ...

https://journals.sagepub.com/doi/pdf/10.1177/00472395211047865

Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World

Educating Citizens: Preparing America’s Undergraduates for Lives of Moral and Civic Responsibility

Collaborating Online: Learning Together in Community

Background With the new pandemic reality that has beset us, teaching and learning activities have been thrust online. While much research has explored student perceptions of online and distance learning, none has had a social laboratory to study the effects of an enforced transition on student perceptions of online learning. Purpose We surveyed students about their perceptions of online learning before and after the transition to online learning. As student perceptions are influenced by a range of contextual and institutional factors beyond the classroom, we expected that students would be overall sanguine to the project given that access, technology integration, and family and government support during the pandemic shutdown would mitigate the negative consequences. Results Students overall reported positive academic outcomes. However, students reported increased stress and anxiety and difficulties concentrating, suggesting that the obstacles to fully online learning were not only technological and instructional challenges but also social and affective challenges of isolation and social distancing suggest that the outcomes for students well-being may overshadow the positive academic outcomes. Conclusion Our analysis shows that the specific context of the pandemic disrupted more than normal teaching and learning activities. Whereas students generally responded positively to the transition, their reluctance to continue learning online and the added stress and workload show the limits of this large scale social experiment. In addition to the technical and pedagogical dimensions, successfully supporting students in online learning environments will require that teachers and educational technologists attend to the social and affective dimensions of online learning as well.

https://summit.sfu.ca/system/files/iritems1/21418/1-s2.0-S2451958821000786-main.pdf

Transition to online learning during the COVID-19 pandemic

Affective learning is a key dimension of health professional education and involves teaching topics such as empathy or grief that impact student attitudes and beliefs to prepare the m to be novice practitioners. The move in higher education toward online and blended learning (a mix of online and traditional, classroom-based learning) disrupts traditional approaches to teaching professional affect, which is heavily reliant on instructor modeling. This paper documents insight into the redesign process of a course, Professional Identity: Behaviors and Attitudes, from a traditional to a blended learning format, with a focus on affective learning. This study employed a survey approach to compare classroom and online student perceptions of learning across the seven affective topics of the course. The study also examined the contribution of various technology-enhanced learning activities to the students' perceptions of learning. Twenty-five classroom students and 64 blended learning students indicated that while both formats increased students’ perceived understanding of topics related to affective learning, the blended learning group perceived a si gnificantly greater understanding in four affective topic areas. Furthermore, blended learning students cited reading, online discussions, and unstructured out-of-classroom discussions as contributing to their learning significantly more than the classroom group.

/pdf/designing-learning-environments-to-foster-affective-learning-2it5cntlff.pdf

Designing Learning Environments to Foster Affective Learning: Comparison of Classroom to Blended Learning

This paper examines factors that influence whether or not employees choose to enroll in a group long-term care insurance plan. A conceptual family decision-making framework is used to group factors to study the enrollment decision of 509 state employees who were offered a long-term care insurance plan in 2000. Logistic regression results revealed that employee age, perceived risk, perceived affordability, decision-making style (communication with others and use of information), goals of control and choice, goal of financial peace of mind, household income, and potential caregiver availability explained 68.7% of the decision to enroll. Results support the key role of perception, specifically the perceived risk of needing long-term care and the affordability of the insurance plan, in the decision outcome.

Factors Impacting Group Long-Term Care Insurance Enrollment Decisions

Patricia Schaber, PhD, OTR/L, FAOTA, is Associate Professor, Program in Occupational Therapy, MMC 368, University of Minnesota, Minneapolis, MN 55455; schab002@umn.edu In higher education, we are approaching a crossroads in the preparation of occupational therapy professionals and being challenged from many sides. Trends in higher education are toward interprofessional education. This can, on one hand, be positive in enhancing professional skill development or, on the other hand, be negative if it reduces the core content to a universal common denominator. Trends in open access to curricular content, such as massive open online courses, make it easier to share the growing body of knowledge in our domain of practice. The positive side is opening access to more stakeholders, and the negative side is professional encroachment, when others take knowledge and apply occupational therapy practice under a different guise. Trends in expanding educational delivery models, including online, hybrid, or blended formats and satellite programs, can serve the profession positively by minimizing geographic barriers to train students where they live, be it in rural or geographically isolated areas, or they can be negative by removing opportunities for active learning in a supportive student community. One response to these challenges is to better understand the impact of change by empowering the stakeholders of occupational therapy professional education by stimulating faculty to accelerate the journey from educator to scholar—specifically, a scholar in teaching and learning—to continue to serve the larger profession, the teaching institution, and individual professional career development. The journey has served me—through promotion to associate professor, induction into the Academy for Excellence in Scholarship of Teaching and Learning, and a seat at the table on larger university committees— but, more important, it has revitalized my enthusiasm for the challenging job that I do daily. Let me back up and tell my story as a way of illustrating the importance of scholarship of teaching and learning. InMinneapolis, our “9/11experience”— referring to the notion that every person can remember what they were doing when the news of the terrorist attacks broke—was the collapse of the Interstate 35W bridge. I crossed that bridge 20 minutes before the collapse. An unthinkable tragedy of this magnitude gives pause for thought and changes one’s life’s trajectory from that point forward. Our occupational therapy program had a similar experience in 2003. Imagine going to work one day, sitting at a conference table with the dean of your school, and being told your program does not fit the school’s mission (the education ofmedical students) and that your program is under review for a newhome (also known as closure). Fast forward 1 year. Then imagine that the academic health center’s vice president receives a milliondollar grant to move your program to a new Center for Allied Health that will house programs with innovative, technologyenhanced teaching and learning platforms with satellite sites across the state. Strong vision, major change, and both stunning in scope: closure or transformation. With the move from classroom-based delivery to Patricia Schaber, PhD, OTR/L, FAOTA

Keynote address: searching for and identifying signature pedagogies in occupational therapy education.

This paper examines an instructional methodology, service learning, as a method for teaching program development and evaluation in adult day service centers Adult day service, an emerging practice area, provides an opportunity for students to learn program development while they explore and meet the occupational needs of elders living in the community Students learn to design and implement day service activities to benefit both the agencies and people they are serving In this study, 39 students were surveyed before and after a service learning experience to determine if they perceived service learning as effective in increasing knowledge and confidence to develop, implement, and evaluate an adult day services program module In an evaluation of the service learning project, students reported that their knowledge and confidence increased significantly in assessing organizations and populations, designing and carrying out an activity with well elderly, and creating an evaluation measure Furtherm

Teaching Program Development and Evaluation Through a Service Learning Project in Community-Based Adult Day Services

This paper describes an innovative, cost-effective method for teaching group dynamics in an occupational therapy curriculum. The revised "Models of Group Dynamics" course incorporated problem-based learning (PBL) sessions and video technology. In this single-semester course, the class of 24 students was divided into small groups of five to seven students. Each group participated in six hours of PBL sessions and six hours of observation. PBL effectively served as the instructional methodology to stimulate group dynamics because it demands that the students engage in the group process by creating an open structure for discussion, negotiating goals, and building team consensus in the group. The PBL experience facilitated the integration of the various content areas of the curriculum by expecting the student to apply previous learning to the construction of a therapeutic treatment plan. Through the use of a closed-circuit video monitor, students in the observation group analyzed group process skills in real time without interruption. This format provided the opportunity for students to generate feedback responses about group process with faculty guidance. The use of a closed-circuit video monitor was a low-cost, effective tool that facilitated the learning process. Measures of student learning indicated that the new course design was effective in meeting course objectives. Measures of the effectiveness of the new course design included focus groups conducted in two time periods: after completion of the course and after completion of fieldwork. The results demonstrated that the course had continuing impact on group skills carried into the fieldwork experience. J Allied Health 2005; 34:110-116. THE SKILLS to participate effectively as members of interprofessional teams are paramount for today's heath care providers.1 Proficiency in interpersonal communication and group facilitation is vital not only with team membership but also with the increasing demands to lead client educational and support groups. The expectation for graduate students in professional programs is that group communication skills are developed in the classroom setting.1-3 The challenge for health care educators is to design curricula and learning activities in which students can develop competence in group process skills while in an academic environment, anticipating that those skills will effectively transfer to the clinical environment.4 The premise of this paper is that through creative learning activities, the constraints of the classroom setting do not have to limit preparation of students to perform successfully in the clinic. This paper describes an innovative, cost-effective instructional methodology that was incorporated into the revision of the "Models of Group Dynamics" course in an occupational therapy curriculum. The uniqueness of this method was the incorporation of problem-based learning (PBL) and video technology in facilitated small-group sessions within a one-semester academic course. Student competence in attaining the course objectives was evaluated by objective testing and a short student essay. A qualitative evaluation of the new course design was conducted by analyzing transcribed text from focus groups in two time periods. The purpose of the focus groups was to determine if group process skills were effectively developed through participation in the course and if these skills transferred into clinical practice in fieldwork. Significance Recent changes in health care delivery increased the demand for effective group skills in interprofessional health care teams. The emphasis on community service delivery has moved health services into the home and community, increasing interaction with families and a fluid health care team.5 Adhering to legal mandates, schools have expanded the use of team decision making in adjusting therapy services to comply with the Individual Education Plan.6 The Individual and Family Service Plan brings county and school services together in a family-centered care model demanding skilled communication among an array of professionals and family members. …

Patricia Schaber

Papers

Designing Learning Environments to Foster Affective Learning: Comparison of Classroom to Blended Learning

Factors Impacting Group Long-Term Care Insurance Enrollment Decisions

Keynote address: searching for and identifying signature pedagogies in occupational therapy education.

Teaching Program Development and Evaluation Through a Service Learning Project in Community-Based Adult Day Services

Incorporating problem-based learning and video technology in teaching group process in an occupational therapy curriculum.