Hands-On: Integrating Active Learning into an Upper Extremity Occupational Therapy Elective
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| Title: | Hands-On: Integrating Active Learning into an Upper Extremity Occupational Therapy Elective |
|---|---|
| Language: | English |
| Authors: | Jennifer Radziak, Katherine Jones, Kelsey J. Picha |
| Source: | Journal of Occupational Therapy Education. 2026 10(1). |
| 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 |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Active Learning, Occupational Therapy, Allied Health Occupations Education, Elective Courses, Graduate Students, Masters Programs, Educational Innovation, Learning Activities, Student Evaluation |
| ISSN: | 2573-1378 |
| Abstract: | In an effort to provide students with advanced clinical practice skills, several occupational therapy elective courses were developed. The current article describes an educational innovation that involved an in-person elective course for graduate second year Master of Science in Occupational Therapy students that focused on the upper extremity. The course was team-taught, promoted active learning, and used unique activities to engage students in the learning process. Relevant evidence-based practice literature and clinical guidelines were incorporated into the course to teach students about the treatment of upper extremity conditions. The active learning strategies implemented in the course included fresh donor dissection, gallery walks, jigsaws, learning stations, Socratic questioning, low-fidelity simulations, kinesthetic and constructivist activities, orthotic fabrication, and portfolio learning. Activities also involved watching videos and using published resources to supplement learning. Students treated a real client and practiced orthotic fabrication with adults and children. Student learning was assessed using the ungrading assessment approach and students were provided with ample feedback from instructors during and after educational activities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502736 |
| Database: | ERIC |
| Abstract: | In an effort to provide students with advanced clinical practice skills, several occupational therapy elective courses were developed. The current article describes an educational innovation that involved an in-person elective course for graduate second year Master of Science in Occupational Therapy students that focused on the upper extremity. The course was team-taught, promoted active learning, and used unique activities to engage students in the learning process. Relevant evidence-based practice literature and clinical guidelines were incorporated into the course to teach students about the treatment of upper extremity conditions. The active learning strategies implemented in the course included fresh donor dissection, gallery walks, jigsaws, learning stations, Socratic questioning, low-fidelity simulations, kinesthetic and constructivist activities, orthotic fabrication, and portfolio learning. Activities also involved watching videos and using published resources to supplement learning. Students treated a real client and practiced orthotic fabrication with adults and children. Student learning was assessed using the ungrading assessment approach and students were provided with ample feedback from instructors during and after educational activities. |
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| ISSN: | 2573-1378 |
