Document Type (Journals)
Original Research
Abstract
A retrospective qualitative study was conducted to explore first-year occupational therapy graduate student perspectives on the Immediate Feedback Assessment Technique (IF-AT) which was implemented during a two-semester neuroscience course. The IF-AT system was used during small group application activities six times across a two-semester course sequence. Students discussed multiple-choice questions in small groups, used critical thinking skills and collaboration to select answers, then finally used the IF-AT scratch-off cards to indicate selections. At the conclusion of the second semester, 33 students provided qualitative feedback regarding their experience using the IF-AT. Conventional content analysis was used to capture the student voice as it relates to the use of the IF-AT system in coursework. Use of the IF-AT system created a positive learning experience for students but also revealed areas of limitations to be addressed in future coursework when the IF-AT scratch-off cards are used. Qualitative data from students indicated the technique facilitated active learning through discussion and problem solving while creating a sense of individual responsibility as well. Student-driven suggestions for improvement are included. Advice for instructors seeking implementation of the IF-AT system in occupational therapy coursework is included
Biography
Lauren Milton, OTD, OTR/L is an Instructor at the Program in Occupational Therapy at Washington University School of Medicine in St. Louis, Missouri.
Laura Landon, OTD, OTR/L is a lecturer and course master at the Program in Occupational Therapy at Washington University School of Medicine in St. Louis, Missouri.
Declaration of Interest
The author(s) report no declarations of interest.
Recommended Citation
Milton, L. E., & Landon, L. E. (2019). Student Perspectives on the Immediate Feedback Assessment Technique. Journal of Occupational Therapy Education, 3 (3). https://doi.org/10.26681/jote.2019.030301
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.