Document Type (Journals)
Original Research
Abstract
Research suggests that reading compliance among higher education students is low, warranting enhancement of educational practices to support reading, especially for students enrolled in health professional programs. Researchers used a cross-sectional study design to explore the effects of a learner-generated podcast assignment as a reading supplement in occupational therapy education using two different survey instruments assessing student perceptions and learning styles. Forty-three Occupational Therapy Doctorate (OTD) students participated in this study. Descriptive statistics indicated positive attitudes towards creating and preparing the podcasts but remained mostly neutral towards listening and watching podcasts. Tukey’s HSD test for multiple comparisons detected tactile learners on average completed less readings (40%) compared to visual and auditory learners (60%-70%), with a significant difference (0.05) between visual and auditory learners. Learner-generated podcasts present an opportunity to enhance student learning, but further research is needed to determine the best educational practices.
Biography
Claire Giefer, OTD was an occupational therapy doctorate (OTD) student within the Department of Occupational Therapy from the University of Missouri during this study.
Whitney Henderson, OTD, MOT, OT/L, FAOTA is an Associate Clinical Professor and the Director of Professional Education within the Department of Occupational Therapy at the University of Missouri.
Declaration of Interest
We have no conflicts of interest to disclose.
Recommended Citation
Giefer, C., & Henderson, W. (2024). The Potential of Learner-Generated Podcasts for Reading in Occupational Therapy Education. Journal of Occupational Therapy Education, 8 (4). https://doi.org/10.26681/jote.2024.080405
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.