Document Type (Journals)
Original Research
Abstract
Visual notetaking is a creative learning strategy used in health professions education. This study defines it as any form of notes, recorded using physical or electronic means, that are not solely text-based, but incorporate some degree of color, symbolism, shapes, diagrams, and/or other visual imagery to represent concepts. While no previous studies have investigated visual notetaking in the context of occupational therapy education, occupational therapy’s prevalent use of visual representations to convey complex, relational, and holistic theoretical concepts suggests that visual notetaking may have potential as an inherently aligned and effective pedagogical approach for teaching occupational therapy theory. Our study investigated the use of visual notetaking among five first-year Master of Occupational Therapy students recruited from the University of British Columbia. Five participants submitted up to five visual notes during a theory course and took part in one semi-structured individual interview to describe their experiences of visual notetaking for the purpose of learning occupational therapy theory. Three participants took part in a member-reflection focus group. Compositional interpretation and reflexive thematic analysis guided analysis of visual notes, interview transcripts, and focus group data. Three themes emerged: What's in a Note?: Facets and Features; The (Artistic) Process Revealed; and Sketching Meanings: Understanding, Expressing, and Embodying. Findings expand on current literature that supports the use of visual notetaking techniques and strategies to enhance learning and retention of complex material. They lend support for incorporating visual methods into class activities to create an enriching and inclusive classroom. Study insights suggest that future research might explore the role of visual notetaking for neurodiverse students, and the possibility of including visual notetaking techniques in universal design for learning frameworks.
Biography
Julia Henderson, PhD, Reg. OT(BC), MSc, BScOT is an Assistant Professor in the Dept. of Occupational Science and Occupational Therapy at UBC. She teaches OT theory and gerontology. Her research with older adults uses arts-based methods to redress cultural ageism and promote citizenship. ORCHID ID: https://orcid.org/0000-0001-7110-0250
Delainey Ebel, MSc(OT) graduated from the University of British Columbia's Master of Occupational Therapy Program in 2024 and is currently working as an occupational therapist.
Ilona Jones, MSc(OT) graduated from the University of British Columbia's Master of Occupational Therapy Program in 2024 and is currently working as an occupational therapist.
Katie Lee Bunting, MScOT, BSc, Reg. OT(BC) is an Associate Professor of Teaching in the Dept. of Occupational Science and Occupational Therapy at the University of British Columbia. She teaches in the Master of Occupational Therapy program. Rooted in critical pedagogy, her research interests include exploring how educational approaches to learning and assessment can be used to challenge the status quo and centring relationships in health professions education. ORCID ID: https://orcid.org/0000-0002-4980-4339
Declaration of Interest
The authors report no declarations of interest.
Recommended Citation
Henderson, J., Ebel, D., Jones, I., & Lee Bunting, K. (2026). Sketching OT Theory: The Meaning of Visual Notetaking to Learning Occupational Therapy Theory for OT Students. Journal of Occupational Therapy Education, 10 (1). Retrieved from https://encompass.eku.edu/jote/vol10/iss1/5
Creative Commons License
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