Document Type (Journals)
In occupational therapy practice, critical thinking is a foundational skill for the delivery of effective care; however, there is limited evidence on the development of critical thinking skills in occupational therapy education. The purpose of this study was to explore the effects and student perceptions of concept mapping on critical thinking skills in occupational therapy education. This study used a quasi-experimental design with a retrospective pre-post assessment after two teaching conditions: (a) traditional lecture and (b) concept mapping. The same convenience sample of students was used for each condition. Additional outcome measures included assessment of student concept maps using a scoring rubric and a survey of students’ perceptions on the use of concept mapping. Results of the retrospective pre-post assessment indicated significant gains in student knowledge (p
Alissa Baker, OTD, OTR/L is an Assistant Professor at Western Michigan University in the Department of Occupational Therapy, Kalamazoo, MI.
Cassandra Ginn, OTD, OTR/L, CBIS is an Assistant Professor at Eastern Kentucky University in the department of Occupational Science and Occupational Therapy. She has over a decade of experience in clinical practice, working in inpatient rehabilitation.
Declaration of Interest
The authors report no declarations of interest.
Baker, A. R., & Ginn, C. C. (2023). Concept Mapping as an Instructional Method to Support Critical Thinking in Occupational Therapy Students: A Pilot Study. Journal of Occupational Therapy Education, 7 (3). https://doi.org/10.26681/jote.2023.070307
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