> Details

Hung, Chia-Hui; Chen, Mei-Hsiang; Fan, Shih-Chen

Enhancing occupational therapy education: Evaluating the impact of a STEAM-based assistive technology curriculum using Kirkpatrick’s four-level model

Reference
management

Bookmarks

Remove from
bookmarks

Share this on Whatsapp

Close

Bookmarks



You can manage bookmarks using lists, please log in to your user account for this.
  • Media type: E-Article
  • Title: Enhancing occupational therapy education: Evaluating the impact of a STEAM-based assistive technology curriculum using Kirkpatrick’s four-level model
  • Contributor: Hung, Chia-Hui; Chen, Mei-Hsiang; Fan, Shih-Chen
  • imprint: SAGE Publications, 2024
  • Published in: British Journal of Occupational Therapy
  • Language: English
  • DOI: 10.1177/03080226241239563
  • ISSN: 0308-0226; 1477-6006
  • Keywords: Occupational Therapy
  • Origination:
  • Footnote:
  • Description: <jats:sec><jats:title>Introduction:</jats:title><jats:p> Integrating assistive technology (AT) into occupational therapy (OT) education is critical to educating students to utilize AT to enhance individual independence. This study aims to describe the development of a science, technology, engineering, arts, and mathematics (STEAM)-based AT curriculum in OT and evaluate its effectiveness using the Kirkpatrick model. </jats:p></jats:sec><jats:sec><jats:title>Methods:</jats:title><jats:p> An 18-week STEAM-based AT curriculum was created with lectures, hands-on activities, and a simulation exam. A one-group pretest–posttest observational study was undertaken with 40 undergraduate students to gauge its effectiveness. Their professionalism was evaluated using a multidimensional checklist, whereas a satisfaction survey gathered their feedback on the curriculum experience. </jats:p></jats:sec><jats:sec><jats:title>Results:</jats:title><jats:p> Level 1: Participants reported high satisfaction (mean = 4.61, SD = 0.36), with a 97.5% agreement. Level 2: 95% ( n = 38) passed the AT curriculum exam. Level 3: Therapists and patients expressed satisfaction with participants’ AT skills (therapists: t(39) = 12.22, p &lt; 0.001; patients: t(39) = 8.84, p &lt; 0.001). Level 4: Participants showed significant improvement in professionalism ( t(39) = 16.45, p &lt; 0.001). Lastly, using the Kirkpatrick model, the STEAM-based AT curriculum passed the evaluation. </jats:p></jats:sec><jats:sec><jats:title>Conclusions:</jats:title><jats:p> The STEAM-based AT curriculum in OT enhances professionalism and potentially boosts patient satisfaction with AT services provision. </jats:p></jats:sec>