Poster Session
Issue Date: August 01, 2019
Published Online: November 15, 2019
Updated: November 26, 2019
Impact of Instructional Methods in OTA Education
Marlene Vogt, MS, OTR/L; Vanessa Jewell, PhD; Amy Maxeiner, EdD, PT
Author Affiliations & Notes
  • McHerny County College, Crystal Lake, IL, USA
  • Creighton University, Omaha, NE, USA
  • Black Hawk Community College, Moline, IL, USA
Article Information
Education of OTs and OTAs / School-Based Practice / Wound Management / Basic Research
Poster Session   |   August 01, 2019
Impact of Instructional Methods in OTA Education
American Journal of Occupational Therapy, August 2019, Vol. 73, 7311505144. https://doi.org/10.5014/ajot.2019.73S1-PO5007
American Journal of Occupational Therapy, August 2019, Vol. 73, 7311505144. https://doi.org/10.5014/ajot.2019.73S1-PO5007
Abstract

Date Presented 04/05/19

OTA education teaches theory and application skills to encourage clinical reasoning in entry-level practitioners for dynamic and complex environments across life spans to promote meaningful lives. Through survey methodology, researchers used open- and close-ended questions to identify the frequency of instructional methods and if a relationship with the National Board of Certification of OT (NBCOT) pass rates could be identified.

Primary Author and Speaker: Marlene Vogt

Contributing Authors: Vanessa Jewell, Amy Maxeiner