Document Type (Journals)
The purpose of this study was to investigate the perceived factors that occupational and physical therapy graduate students believed led to success in a clinical neuroscience course. A cross-sectional survey design was utilized from a convenience sample of Occupational Therapy Doctorate (OTD) and Doctor of Physical Therapy (DPT) students. There were 76 (42%) responses collected, comprised of 62 (82%) OTD students and 14 (18%) DPT students. Descriptive statistics were used to analyze all survey results. Results indicated that success in a graduate neuroscience course may be supported with prior science coursework. Success in a graduate neuroscience course may be supported with additional resources such as a tutor, visuals, and other supplementary materials. Occupational therapy programs may consider supporting a neuroscience course with additional resources in order to facilitate student success.
Cassie Baus, OTD, OTR was a student at Gannon University Occupational Therapy Doctorate Program who completed this research as part of her Capstone Project.
Dianna Lunsford, OTD, M.Ed., OTR/L, CHT is an associate professor and program director for Gannon University, Occupational Therapy Doctorate Program. She has been an occupational therapist for 25 years, certified hand therapist for 14 years and in academia for almost 10 years.
Kristin A. Valdes, OTD, OTR, CHT is an associate professor for Gannon University Occupational Therapy Doctorate Program. She has been an occupational therapist for over 30 years, and a certified hand therapist for almost 20 years.
Declaration of Interest
The authors report no declarations of interest.
Baus, C. A., Lunsford, D., & Valdes, K. A. (2021). Factors Impacting Student Success in a Graduate Neuroscience Course. Journal of Occupational Therapy Education, 5 (3). Retrieved from https://encompass.eku.edu/jote/vol5/iss3/3
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